FINAL QAA Pilot Implementation Report V1

8/10/2019 FINAL QAA Pilot Implementation Report V1

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VersionMay2010

Strengthening the Implementation of Basic

Education in Selected Provinces

in the Visayas

Pilot Implementation Report on the

QAA/M&E System



Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

QAA-M&E P ILOT I MPLEMENTATION – STRIVE S TAGE 2 P a g e | ii

TABLE OF CONTENTS

TABLE OF CONTENTS ii

ABBREVIATIONS iv1.0 BACKGROUND 1

2.0 OBJECTIVES 1

3.0 SCOPE OF PILOT TESTING 1

3.1 Content 13.2 Geographical Focus 23.3 Subject of Pilot Test 2

4.0

APPROACH & METHODOLOGY 3

4.1 Processes 3

4.2 Source of Information 3

4.2.1 Sampling of Quality Management Teams 3

4.2.2 Data Collection 4

4.2.3 System Monitoring 4

4.2.4 Data Gathering Tools 4

4.2.5 Data Processing and Analysis 5

5.0 FINDINGS 5

5.1 System Efficiency 5

5.1.1 Appropriation of the Selection in Criteria 5

5.1.2 Feasibility of the Process 7

5.1.3 Utilization of System Implementation Tools 14

5.2 Effectiveness 15

5.2.1 Appropriateness of Personnel Selected 15

5.2.2 Appropriateness of Tools Used for M&E Processes 16

5.2.3 Utilization of the M&E Reports to Education Planning 16

5.2.4 Utilization of M&E Reports for Provision of Technical Assistance 16

5.3 Relevance 16

5.3.1

Relevance of QAA Reports in the Provision of

Information on Quality Schools 17

5.3.2 SBM Level of Practice 18

5.4 Facilitating & Hindering Factors 19




QAA-M&E P ILOT I MPLEMENTATION – STRIVE S TAGE 2 P a g e | iii

6.0 RECOMMENDATIONS 21

6.1 Recommended Changes in the System 216.2 Recommendation for Support Requirements for System‟s Institutionalization 22

6.2.1 Policy recommendations 226.2.2 Capability Building programs 226.2.3

Support Requirements 236.3 Support for the Roll-Out of the System to other Regions 23

ANNEXES 24

A. Implementing Units of Pilots Sites 25

RO6 QAA-M&E Implementing Units 25



B.

Revised Terms of References 31School Quality Management Teams 31Division Quality Management Team 32Regional Quality Management Team 34

C. System Implementation Tools 37C.1 Elements of SIP Implementation M&E Framework 37C.2 SIP Implementation M&E Framework Matrix 37C.3 SIP/AIP Accomplishment Tracking Form 39C.4 SIP Cummulative Physical Accomplishment Form 39C.5 SIP Three-Year Report on Physical Output Financial Status

Of Projects & Programs 40C.6 Issues / Lessons Learned /Sustainability Log 40

C.7 Part A: Issues/Problems and Concerns Log 40C.8 Part B: Log Sheet on Resolution of Issues 41C.9 Log Sheet on Sustainabil ity Measures 41C.10 Log Sheet on Lessons Learned 43

D. Results M&E Tools 43D.1 SIP Terminal Review Framework 43D.2 SIP End-of-Cycle Report 44D.3 Results Monitoring Tool – School Level 45D.4 Results Monitoring Tool – Division Level 49

E. Reports Templates 62

E.1 School QMT M&E Report Template 62E,2 Sub-Division QMT M&E Report Template 63E.3 Division QMT M&E Report Template 63




QAA-M&E P ILOT I MPLEMENTATION – STRIVE S TAGE 2 P a g e | iv

ABBREVIATIONS

BEIS Basic Education Information System

BESMEF Basic Education Sub-Sector Monitoring and Evaluation Framework

BESRA Basic Education Sector Reform Agenda

B/T Bohol and Tagbilaran Divisions

CLC Community Learning Centre

DepED Department of Education (Philippines)

DO Division Office

DQMT Division Quality Management Team

E-BEIS Enhanced Basic Education Information System

EFA Education for All

EMIS Education Management Information System

FD Functional Divisions

ICT Information and Communications Technology

INSET In Service Education and Training

LR Learning Resource(s)

LRMDS Learning Resource Management and Development System

M&E Monitoring and Evaluation

NAT National Achievement Test

NO Negros OccidentalNS Northern Samar

PPRD Policy Planning Research and Development

QA Quality Assurance

QAAS Quality Assurance and Accountability System

QAAD Quality Assurance and Accountability Division

QMT Quality Management Team

REXECOM Regional Executive Committee

RO Regional Office

SBM School-based Management

SDQMT Sub-Division Quality Management Team

SQMT School Quality Management Team

SY School Year

TA Technical Assistance / Assistant

UIS Unified Information System (of STRIVE)




R EPORT ON THE QAA-M&E P ILOT I MPLEMENTATION – STRIVE S TAGE 2 P a g e | 1

1.0 BACKGROUND

The Department of Education (DepEd) is purposively and progressively taking leaps towards the implementation of RA

9155 to address the forefront issue of insuring quality performance in education. In its efforts to create a basic

education sector that is capable of achieving the goals and objectives of Education for All (EFA) 2015, DepEd is carrying

out policy reforms with renewed emphasis on bringing about quality learning outcomes through improved strategies of

its educational systems. This is referred to as the Basic Education Sector Reform Agenda (BESRA), which has five key

reform thrusts (KRT) that revolve around the school, the teachers, the learning environment, complementary

interventions and the organizational culture.

STRIVE 2 with School based Management Support Systems as a project component, intends, by and large, to directly

support KRT 1 popularly referred to as Continuous School Improvement . By design, Quality Assurance and

Accountability (QAA) System is one of the major outputs of this component. By BESRA‟s framework however, it

considers QAA as part of KRT 3, being a social support to attainment of desired learning outcomes. This present

mindset goes to illustrate the significant role of QAAS as a priority systemic and integrating strategy to bring about

quality in all education systems. It is a cross-cutting theme for all the components of Strive 2 as well as the BESRA

reform programs.

Implementation of a quality assurance and accountability mechanism interfaces with an equally significant machinery as

monitoring and evaluation to insure its functionality. Thus, these two sub-systems (i.e. QAA-M&E System) have been

developed by STRIVE DepED implementers in a synergistic operation towards nurturance of a culture of quality and

accountability in the organization.

2.0 OBJECTIVES

Piloting the implementation of the QAA-M&E System primarily aims at obtaining constructive information useful for

improving/revising the system via testing the application of its processes in the implementation of the school

improvement plan (SIP) as a core process in school.

The pilot specifically examines the functionality of the system‟s basic elements: the structures installed in terms of the

Quality Management Teams with their Terms of Reference (TOR), the QAA-M&E processes applied and the tools used for operation. The information derived is valuable for spawning recommendations on improving system

implementation and on identifying the organizational support requirements for its institutionalization. Specifically, the

pilot run intends to:

2.1 Obtain information on the system‟s efficiency, effectiveness, and relevance serve as basis for its revision andenhancement

2.2 Identify the critical factors that have facilitated or hindered the implementation of the system to serve as inputfor improving system implementation

2.3 Generate suggestions from the experiences and perception of the system implementers in order to identify thenecessary support requirements for its institutionalization

3.0

SCOPE OF PILOT TESTING

3.1. Content

The pilot focuses on the applicability of the M&E system consisting of its structures, processes and tools in the

implementation of SIP in schools and in how the districts, divisions and regions utilize the information obtained from

them.

For the structures, the pilot looks at the Terms of Reference followed in the establishment of the implementing units

who are the Quality Management Teams (QMTs) at various levels. Specifically, it reviews the criteria for selection, the

functions as indicated and the specific tasks related to M&E of SIP implementation.

Table 1 summarizes the intended coverage in the pilot run of the system within seven (7) calendar months (i.e.

September to March) of SY 2009-2010. The scope matrix provides a snapshot of the selected QAA-M&E mechanisms

to quality assure SIP implementation and SBM assessment of schools.





Table 1: Target M&E Processes for Pilot Test

ProcessOwner

QAA M&E Process Content Performance Criterion

SCHOOL 1. Progress M&E Monthly Progress M&E ofSIP/AIP Implementation

Efficiency of SIP Implementation

2. Results M&E SIP Terminal Review Effectiveness of SIP implementation;Relevance to planning

3. Self-Assessment SBM Assessment of Levelof Practice

Effectiveness of SBM Assessment

DISTRICT/DIVISION

1. Process Review ofProgress M&E

Quarterly Progress M&Eof District SIPImplementation

Relevance of M&E information todivision TA planning

2. Process Review ofResults M&E

SIP Outcome Evaluation Relevance of M&E information todivision TA planning

3. Process Review of Self-

Assessment

SBM Assessment Results

of Schools

Efficiency & relevance of SBM

Assessment to TA PlanningREGION 1. Process Review of

Progress M&EProgress M&E of DivisionSIP Implementation

Relevance to regional TA planning

3.2 Geographical Focus

The pilot run of the QAA-M&E system covers the following STRIVE sites in the Visayas:

Regions VI (West Visayas), VII (Central Visayas), and VIII (Eastern Visayas)

Divisions of Negros Occidental, Bohol and Tagbilaran, and Northern Samar

Geographical districts where the pilot schools of QAA-M&E are located. For each pilot division, there are 3

geographical districts represented.

3.3

Subject of Pilot Test

Pilot of the QAA-M&E system involves the three regions of the Visayas with a chosen pilot division in each one: Negros

Occidental for Region 6, Bohol and Tagbilaran combined for Region 7 and Northern Samar for Region 8. From these

divisions, STRIVE Stage 2 has selected 300 pilot schools (i.e. at least 100 from each division) for piloting its systems

with representation from both elementary and secondary levels. Figure 3 shows the distribution of the target schools for

the pilot of the QAA-M&E system across the project divisions/regions. Selection of these schools has considered

representation from small, medium and large schools as well as their performance in the national achievement test in

2008, and which have completed their School Improvement Plan (SIP) by 2007. A total of 153 target schools across the

3 pilot divisions have tried the QAA-M&E system together with the the Sub-division Quality Management Teams

(SDQMTs), the appointed Division Quality Management Team (DQMT) of each pilot division and the members of the

Quality Assurance and Accountability Divisions (QAAD) of the restructured pilot regions .

Figure 1: Distribution of Target Schools by Pilot Division and Level

05

10152025303540

Negros Occidental Bohol/Tagbilaran Northern Samar

Elementary 32 39 38

Secondary 18 14 12

32

39 38

1814 12





4.0 APPROACH & METHODOLOGY

4.1 Processes

4.1.1 The field testing of the QAA-M&E System actually commenced with the installation of the needed structures ofthe system with the application of the Terms of Reference developed for the selection of the process

implementers at the different functional levels and the definition of their functions and responsibilities relevant

to the QAA-M&E system. See original Terms of Reference in Annex A4.1.2 Table 4 shows the major processes followed to pilot the system. Implementation of all these processes was

supported by capability building activities for the QMTs involved and which were carried out by the core team

of the QAA-M&E component of STRIVE 2 coming from the pilot regions and divisions. While these processes

were being carried out, simultaneous development activities for the other elements of the system were

undertaken like development of implementation processes and tools as well as monitoring tools.

Table 2Processes Field Tested by Level

Pilot Processes Level Target Schedule

1. Establishment and orientation of the Quality Management Teams at theRegion and Division levels on the QAA-M&E Framework and System

Region, Divisionand District

May 2009

2. Establishment and orientation of the Sub-division Quality ManagementTeams (SQMT) on their Terms of Reference by the DQMT

School, Districtand Division

June 2009

3. Establishment and orientation of the School Quality Management Teams(SQMT) on their Terms of Reference by the DQMT and SDQMT.

School, District,Division

July 2009

4. Capability building of the SQMT in undertaking progress M&E of their SIP School, District,Division

July – August 2009

5. Progress M&E of SIP implementation by the SQMT. Monthly processingand reporting of Schools‟ physical outputs, SIP implementation issues and challenges, lessons learned to SDQMT

School andDistrict

September 2009 – March 2010

6.

Progress M&E / Initial Gains through Self-assessment by Schools of theirSBM level of practice

School, District,and Division

October 2009

7. Quarterly consolidation of M&E findings on SIP implementation ofschools by district and submission of SDQMT report to the Division

District, Division December 2009;March 2010

8. Processing of M&E reports from SDQMT by DQMT for planning,technical assistance and quality assurance

District, Division April 2010

9. End-of-cycle results evaluation of SIP by schools (i.e. from NS and B/T) School, District,Division

March- April 2010

10. Processing of M&E reports from DQMT by QAAD for planning,technical assistance and quality assurance

Division, Region April –May 2010

Piloting the system necessitated two layers of M&E activities: the first involved the actual implementation of the

M&E activities as required by the QAA-M&E system and as implemented by the QMTs and the second entailed

M&E of the system itself by the SMT who played a dual role of also being their mentors in carrying out the former.

4.2 Source of Information

4.2.1 Sampling of Quality Management Teams

With the limited time allowed for piloting the system as well as for data gathering, only a sample of SQMTs (i.e. 20)

were purposively selected to provide comprehensive information on the functionality of the QAA-M&E processes

targeted for try-out. The QMTs however, of the district, division and region from the pilot sites are all represented.

Table 3 gives the actual number of teams involved in the data gathering across the 3 divisions.





Table 3

Quality Management Teams by Pilot Site

Quality

Management Team

Number

of Teams

Pilot Site

Region 6/ NegrosOccidental

Region7/Bohol/Tagbilaran

Region 8/Northern Samar

A. SQMT 20 6 8 6

B.

SDQMT 9 3 3 3C. DQMT 3 1 1 1

D. RQMT(QAAD) 3 1 1 1

4.2.2 Data Collection

4.2.3 System Monitoring Team

The System Monitoring Team (SMT) is composed of Core members of the QAA-M&E Sub-Component of SBMSTRIVE. Their tasks include the following:

1. Monitor the activities lined up for the pilot. Its monitoring function was guided by an M&E frameworkindicating what and how information would be obtained and processed. (See Annex for original M&E

framework)2. Collect, process and analyse the data gathered from the field implementers3. Formulate recommendations on how implementation of the System can be improved and on how it can be

sustained for its institutionalization.4. Prepare and submit pilot report to Project Management of STRIVE and DepED.

Data gathering for the pilot was performed by the assigned System Monitoring Team (SMT) of the Division and

Region. The SMT primarily monitored the M&E tasks required of the Quality Management Teams of all functional

levels and gathered the data that would provide evidence for the system‟s efficiency, effectiveness and relevance.

It was also the intention of this phase of the work to gather the issues and challenges in the implementation of SIP,

the facilitating and hindering factors affecting efficiency and effectiveness and the sustainability measures that can

improve SBM.

4.2.4 Data Gathering Tools

The major tools used to gather data from the QMTs are four separate survey questionnaires for each of the four

levels. These are:

Form 1: Survey Questionnaire for School QMT

Form 2: Survey Questionnaire for Sub-Division QMT

Form 3: Survey Questionnaire for Division QMT

Form 4: Survey Questionnaire for RQMT(QAAD)

Contents of the forms are basically focused on the teams‟ TOR, their functions and tasks, facilitating and hindering

factors affecting the performance of the M&E processes, the process tools, support received, and supportrequirements for system institutionalization. Similarity of content of the forms is intentionally considered to allowcomparison across levels.

In addition to the survey questionnaires, another source of data came from FGDs carried out by the SMTs of their

respective division. The information obtained either validated or supplemented the data gathered from the

questionnaires.

4.2.5 Data Processing and Analysis

Data gathered through the set of M&E questions contained in the survey questionnaires were processed and

analyzed by the SMT with the end view of arriving at a regional/division consensus regarding the system‟a

efficiency, effectiveness and relevance. Two levels of quantitative analysis occurred in the process: first, the

counting of team responses to represent a division or regional response and second, the processing of

division/regional responses to synthesize the overall perception or response to an M&E item. A regional/division





team‟s response to an item is counted if it gets at least 75 % level of agreement among the QMT respondents, e.g.

if there are 5 SQMT respondents from a division, four of them should show the same response in order to register

a count ; and an overall consensus is established, if at least 2 out of 3 divisions/regions register agreement to the

same response. The processed information obtained from the various QMTs are separately consolidated using

Excel files to facilitate obtaining the needed frequency and percentage for each item thus, the tables presented in

the Findings portion were extracted from these consolidation files.

For the qualitative data gathered to identify issues or the facilitating and hindering factors influencing various

aspects of the system, sorting and categorizing the entries into themes or categories was carried out to arrive at a

synthesis.

5.0 FINDINGS

5.1 SYSTEM’S EFFICIENCY

System efficiency reflects the desired interrelationships between structure, processes and tools to achieve better resultsusing minimal resources. In this pilot, efficiency was measured in terms of a) appropriateness of the selection criteriafor the different QMTs, b) the feasibility of their assigned functions and tasks together with their delivery within the settime frame and c) the functionality of the tools to perform the tasks.

5.1.1 Appropriateness of the Selection Criteria

One of the indicators of system efficiency is the appropriateness of the selection criteria. The criteria for the selectionof the personnel to compose the Quality Management Teams (QMTs) in the region, division and school levels werebased on the prospective members‟ qualifications that can positively contribute to the attainment of the objectives ofthe QAA-M&E System in general and achievement of their functions in particular.

5.1.1.1 School Quality Management Team (SQMT)

Table 1a shows the selection criteria for the organization of the SQMT. The obtained percentages of positiveresponses reveal that all the items indicated in the selection criteria have been considered .in the selection of

SQMTs. The respondents across all three pilot divisions have by consensus given a positive response to eachof the items.

Table 1a

Selection Criteria for the School Quality Management Team

SQMT Selection CriteriaDivision

Total %NO B/T NS

1. Has full grasp of the projects and programs in school 1 1 1 3 100%

2. Involved in SIP development and enhancement process

1 1 1 3 100%3. Has knowledge on monitoring & evaluation 1 1 1 3 100%

4. Accountable for improving learning outcomes in the school 1 1 1 3 100%

5. Can communicate results of School Improvement Plan tostakeholders. 1 1 1 3 100%

6. Familiar with national and regional standards, indicators andperformance measures 1 1 1 3 100%

7. Has working knowledge of ICT 1 1 1 3 100%

It is worthwhile to note that the Sub-Division Quality Management Teams (SDQMT), who has been tasked tofacilitate the organization of the SQMTs in the schools have appropriately articulated the selection criteria tothe schools. All seven items could contribute to the effective performance of the SQMT functions

5.1.1.2. Sub-Division Quality Management Team (SDQMT)





The set of criteria used in the selection for Sub-Division Quality Management Team (SDQMT) members ispresented in Table 1b. Similarly, the frequency of responses recorded for the SDQMTs of each site have allreached the criterion of agreement for each item. This clearly indicates that all the items of the criteria set inthe selection of the SDQMT have been highly considered.

Table 1b

Selection Criteria in the Selection of the Sub-Division Quality Management Team

SDQMT Selection CriteriaDivision Total

%NO B/T NS

1. Has knowledge of SIP development & appraisal. 1 1 1 3 100%

2. Has knowledge of Monitoring & Evaluation. 1 1 1 3 100%

3. Has knowledge of providing technical assistance toschools. 1 1 1 3 100%

4. Can implement & monitor national & regionalstandards & guidelines in the schools. 1 1 1 3 100%

.5.1.1.3 Division Quality Management Team (DQMT)

Table 1c shows the criteria in the selection of the DQMTs as reflected in the TOR. The items are very similarto what are required for SDQMTs except for the additional requirement of being involved in the DEDPdevelopment process in the division. This item has been proposed since the system intends to supportdivision planning through the M&E reports collected from the schools /district. It is interesting to note thatamong the five items included, only this item failed to get 100 %. This could have occurred due to the actualcomposition of DQMT at the pilot division of Region 8 which was largely a mix of division and non-divisionpersonnel. The non-division personnel had no experience in the planning process. The rest of the items havebeen highly considered which is indicative of their appropriateness in the selection of DQMT.

Table 1cSelection Criteria in the Selection of the Division Quality Management Team

DQMT Selection CriteriaDivision Tot

al%

NO B/T NS

1. Involved in the crafting of and in the enhancement processof the Division Educational Development Plan (DEDP). 1 1 0 2

66.67%

2. Has knowledge of monitoring and evaluation 1 1 1 3 100%

3. Has knowledge on SIP development and appraisal 1 1 1 3 100%4. Has knowledge on providing technical assistance to

schools 1 1 1 3 100%5. Can implement and monitor national and regional

standards and guidelines in the division and schools 1 1 1 3 100%

5.1.1.4 Regional Quality Management Team (RQMT)

Table 1d presents the selection criteria for the RQMT of the three pilot regions. It generally reveals therespondents‟ confirmation that these items were indeed highly considered in the organization of the RQMT.Except for involvement in the DEDP review and REDP development, every item is deemed appropriate inselecting RQMT members.





Table 1d

Selection Criteria for the Selection of the Regional Quality Management Team

RQMT Selection CriteriaRegion

Total %VI VII VIII

1. Well informed and has updated knowledge on the basiceducational policies and standards 1 1 1 3 100%

2. Involved in the DEDP review and REDP development 1 1 1 3 100%

3. Has knowledge of Monitoring and Evaluation 1 1 1 3 100%

4. Familiar with national and regional standards and guidelines 1 1 1 3 100%

5. Capability in coordinating technical assistance to divisions 1 1 1 3 100%

6. Familiar with the regulatory and accreditation policies andprocesses 1 1 1 3 100%

7. Has working knowledge of ICT. 1 1 1 3 100%

The over-all criteria for the selection of the QMT have clearly identified the tasks to be performed efficiently

and effectively in the attainment of the objectives. The selection criteria are appropriate to identify thecomposition of QMT‟s to perform well their roles. Following the established criteria facilitate performance ofroles and functions.

In summary, the findings indicated in the above tables clearly say that the criteria set for the selection of theQMTs at the school, sub-division, division, and regional levels are appropriate and have been highlyconsidered. Having met all the criteria, the QMTs across levels were able to perform their respective tasks withutmost efficiency.

5.1.2 Feasibility of the Processes

The efficiency of the processes is measured in terms of how the QMTs have regarded the feasibility or doability oftheir assigned functions and tasks. Results of the directed group interview conducted with the selected Quality

Management Teams of the pilot sites revealed that, in general, the functions and tasks expected of them wereefficiently performed during the pilot implementation.

5.1.2.1 Assigned Functions Performed by the SQMTs

Tables 2a, 2b and 2c, respectively, show the functions of the Quality Management Teams at the school,sub-division, division and the regional levels. It can be gleaned from Table 3a that all of the requiredfunctions of the SQMTs of the three (3) divisions as specified in the Terms of Reference (TOR) were properlyexecuted for the whole duration of the pilot implementation. However, while they were able to perform all theassigned function, they found it difficult to accomplish all the functions within the specified period of time. Thiswas revealed in follow-up discussions with them.

Table 2aAssigned Functions Performed by the SQMT

SQMT Functions NO B/T NS Total %

Manage a mechanism for quality assurance and accountabilityin the school

1 1 1 3 100%

Process and review data gathered to make inferences toenable school management to arrive at sound decision-making

1 1 1 3 100%

Communicate results of monitoring and evaluation to improvethe implementation of SIP and SBM practice

1 1 1 3 100%

Ensure that inputs, processes, outputs and outcomes of theschool are at par with quality standards and targets set

1 1 1 3 100%

Table 2b likewise shows that the SDQMTs of the three pilot divisions have efficiently performed the requiredfunctions. Out of nine (9) teams of SDQMT coming from the three pilot divisions, only one team disclosed itsinability to manage the Quality Assurance & Accountability System in the assigned district due to overlapping





activities. It also revealed that considering proximity and accessibility, it was practical for the team to submitthe required monthly reports directly to the Division Office instead of to the SDQMT as instructed.

Table 2bAssigned Functions Performed by SDQMT

SDQMT Functions NO B/T NS Total %

Management of the QAAS system in the assigned district 1 1 1 3 100%

Communication of M&E results to relevant stakeholders (DO)to assist schools

1 1 1 3 100%

Establishment of a mechanism for effective feedback toschools.

1 1 1 3 100%

Table 2c reveals that the DQMTs of the pilot divisions have executed almost all of the assigned functions asindicated in the primary Terms of Reference (TOR). However, DQMT from Bohol divulged during the FGD thaton the function of „ensuring that inputs, processes, outputs and outcomes of the schools to be at par with thequality standard sets‟, the members commented that they could not indicate a positive response here since thepilot schools do not meet the quality standards set as manifested in the result of the SBM Practice

Assessment. The item could have been interpreted as an assessment question of whether or not the schoolshave been meeting the standards rather than whether or not the team has been doing something to assistschools meet the standards. At any rate, all functions are reported to have been performed by the SDQMTs.

Table 2cAssigned Functions Performed by DQMT

DQMT Functions NO B/T NS Total %

Manage the QAA-M & E system in the division 1 1 1 3 100%

Ensure that inputs, processes, outputs and outcomes of schoolsare at par with the quality standards set.

1 0 2 67%

Communicate results of monitoring and evaluation to improveprogram/ project implementation of schools to divisions

1 1 1 3 100%

Establish a mechanism for effective feedback to schools. 1 1 1 3 100%

Table 2d similarly illustrates the efficiency of the Regional Quality Management Teams (RQMT) to execute thedifferent functions they need to achieve within the extent of the pilot implementation. However, in the course ofdiscussion, RQMT from Region 7 disclosed that managing quality assurance and accountability in their regionto ensure compliance to standards of quality basic education is still in progress and they still need time toreach out some RO personnel who are not yet oriented of the system. Furthermore, this team also unveiled thenecessity to strengthen the mechanisms of communicating status and progress of the region to CO for policyadjustment and to stakeholders for resource mobilization.

Generally speaking, Regional Quality Management Teams (RQMT) of the pilot regions are proficiently fulfillingtheir functions.

Table 2dAssigned Functions Performed by RQMT

RQMT Functions R6 R7 R8 Total %

Manage quality assurance and accountability in the region to ensurecompliance to standards of quality basic education

1 1 1 3 100%

Formulation and review of education standards in the region. 1 1 1 3 100%

Evaluation of regional performance to inform technical assistance to

divisions

1 1 1 3 100%

Communicating status and progress of region to CO for policyadjustment and to stakeholders for resource mobilization

1 1 1 3 100%





5.1.2.2 M&E Tasks Performed by the SQMTS

The data presented on Table 4a show that all of the required M&E tasks related to SIP implementation wereefficiently done by all of the sampled SQMTs from the three (3) divisions. However, the teams indicated intheir responses during the FGD that most of the required tasks were done behind schedule. The SchoolQuality Management Teams from Negros Occidental unanimously revealed that most of them are submittingtheir monthly M & E reports to the SDQMT on a quarterly basis instead of having it done monthly as required.

SQMTs from Northern Samar and Bohol/Tagbilaran have similarly disclosed that most of these tasks wereindeed performed with some delays.

Table 4aTasks Performed by the SQMT for the Duration of the Pilot Implementation

SQMT Tasks NO B/T NS Total %

1. Periodic tracking of physical outputs of SIP implementation 1 1 1 3 100%

2. Analyzing the identified issues and concerns to resolve them 1 1 1 3 100%

3. Making recommendations to improve the school operations 1 1 1 3 100%

4. Performing results M&E of SIP at the end of cycle 1 1 1 3 100%

5. Identifying issues and concerns during the SIP implementation

within a given period 1 1 1 3 100%6. Recognizing the sustainability strategies applied by the school 1 1 1 3 100%

7. Conducting self-assessment of SBM practice to know where theschool is

1 1 1 3 100%

8. Periodic tracking of the progress of the financial plan of SIP 1 1 1 3 100%

9. Identifying the facilitating and hindering factors of SIPimplementation within a given period

1 1 1 3 100%

10. Submitting monthly M&E report to the SDQMT/DQMT 1 1 1 3 100%

The School Quality Management Team (SQMT) of the three regions were likewise asked to enumerateadditional roles/responsibilities/tasks relevant to Quality Assurance & Accountability System they performed,

aside from those listed and the reasons that triggered the teams to perform them. Overwhelming confirmationswere obtained as indicated in their responses such as:

Engaging themselves in the development of project proposals for CLASS & SOBE Schools to makecertain of the needs-based interventions suited to the necessities of the clients

Being involved in the decision making and modifications of system's process, M & E Tools and timingof SQMT reports

Intensifying e-tracking system to come up with appropriate interventions to prevent SARDO fromdropping out and to retrieve OSC/OSY/OSA

Reviewing performance rating of teachers after their self-rating Sitting with the Appraisal Review Committee(PARC) to ensure proper performance appraisal Validating school statistical reports (Forms 20, BEIS, etc.) to ensure quality of reporting Engaging in the preparation of the action research on identified least-learned skills to identified non-

readers to improve reading performance of the school Serving as member of the ranking committee for teacher-applicants and promotion of teachers toensure quality selection/promotion process

Participating in the preparation of parallel test items for least learned competencies/skills to ensurevalidity & reliability of test items and the test construction processes

Facilitating the conduct of information dissemination to grade leaders to communicate results, issuesand concerns, hindering and facilitating factors encountered during the implementation phase inorder to communicate the results properly for immediate action.

It is worthwhile to note that the additional tasks and responsibilities identified above are closely related to theQAAS. These are seen to be facilitating factors to the efficient performance of the SQMTs.

Considering the conditions affecting the performance of the different tasks, the SQMTs were asked to

ascertain the tasks that were relatively easy for them to perform during the pilot testing. From among thesetasks, the SQMTs of the three pilot divisions identified the following as relatively easy to perform:





On SIP Implementationo Analyzing the identified issues and concerns to resolve problemso Identifying issues and concerns during the SIP implementation within a given periodo Identifying the facilitating & hindering factors of SIP within a given period of time

On SBM Assessment of Level of Practice o Doing self-assessment of SBM practice with stakeholderso Submitting results of SBM assessment to Division

In addition, the SQMTs of the three divisions indicated in their responses some critical factors thatfacilitated/supported the efficient performance of the tasks, as follows:

On SIP Implementationo Active participation of stakeholders (SGC, PTA, LGU, etc.) in coming up with a sound ando realistic interventions to solve issues within the control of the school and for those which are to be

elevated to the higher managerial levelso Readily made available QAA/M & E Toolso Presence of Technical Assistance Providers (i.e. SDQMT & DQMT)

On SBM Assessment of Level of Practiceo Availability of manual on assessment of SBM Practices (Streamlined processes, structures, tools)

o

Active participation of the stakeholders in assessing the schools in terms of SBM practices forevery dimension

o Knowledge on the utilization of electronic SBM Assessment Toolo Internet connectivity in the pilot schools

The SQMTs also determined the tasks that were difficult to perform. These are the periodic tracking ofphysical outputs of SIP implementation and the task of submitting monthly M&E report to the SDQMT/DQMT.What hindered them to perform the task are the multi-tasking of School Heads and other SQMT members,overlapping of activities (STRIVE vs. organic & STRIVE against STRIVE). Another reason which could havetriggered difficulty in the periodic tracking of physical outputs was the vagueness of targets. This means that ifthe targets are not so clear to them, tracking could really be difficult.

5.1.2.3 M&E Tasks Performed by the SDQMT

The positive responses reflected in Table 3a clearly reveal that the Sub Division Quality Management Teamsfrom the pilot divisions have efficiently performed their part. All teams reported having monitored and assistedthe SQMTs in their M&E tasks, consolidated their M&E reports on a quarterly basis for submission to thedivision. Not a single task was reported as not having been performed.

Table 3bTasks Performed by the SDQMT for the Duration of the Pilot Implementation

SDQMT Tasks NO B/T NS Total %

1. Monitor activities of QMT of schools 1 1 1 3 100%

2.

Conduct process check on the implementation of processes inschools in the district.

1 1 1 3 100%

3. Gather and consolidate monthly and quarterly M and E reports fromSQMT

1 1 1 3 100%

4. Prepare quarterly M and E reports based on the consolidatedSQMT reports and the reports from the process check they haveconducted

1 1 1 3 100%

5. Provide the schools feedback on the M&E report submitted to them 1 1 1 3 100%

6. Facilitate the AIP Review and Adjustment in Schools 1 1 1 3 100%

7. Submit division sub level M and E report to the Division M and ETeam

1 1 1 3 100%





Additional roles/responsibilities/tasks relevant to QAA-M&E system performed by the SDQMT were provisionof appropriate Technical Assistance to SQMTs to ensure the proper operationalization of the system andacting as sub-division review committee for ranking of teachers and school heads.

Results of the FGD conducted with the SDQMTs revealed that the relatively easy tasks common to the three

divisions are consolidation of the physical outputs of SIP implementation in schools in the district and analyzing

the identified issues reported by the SQMT. These tasks became easy to them because of the training they

have received on collection and analysis of both qualitative and quantitative data and because of theirfamiliarity with SIP processes and the updated data from the SQMT of the schools.

While some of the tasks have been reported to be easy for the teams to perform, the SDQMTs also identifiedsome tasks which they found difficult to perform due to certain critical hindering factors. These tasks includeddifficulty in validating the SQMT reports for accuracy due to the delayed submission of needed reports. Thisconsequently resulted to just assuming the validity of the report for timely submission to the DQMT. Otherfactors are non-availability of travel allowance to visit the different schools to validate the SQMT reports andother documents which are required by the Division Office. Monitoring and process-checking the SBMassessment of schools were also seen to be difficult to undertake . In spite of the training orientation given theteam, they admittedly commented that they still have difficulty in the standard-based execution of the SBM Assessment processes. Conflict of schedule is another reason given by most of the respondents. With theseissues, it is high time that the Schools Division management consider some resolutions to address these

perennial problems.

At any rate, when asked of the Division Office support on the organization of Quality Management Teams atthe District and School levels, the SDQMT mentioned the conduct of orientation-workshop on Quality Assurance and Accountability System as having facilitated their work. Organization of the SDQMTs with clearTOR, the identification of focal persons for QAA to coordinate with the QAAD in the Region, and theestablishment of the technical assistance mechanism, have also been identified as substantial support of theDivision which contributed to the raised performance of the SDQMT.

Additionally, capability building and training-workshops on QAA-M & E System (Streamlined processes,structures, & instruments), on data harvesting and analysis, orientation workshop on consolidating uantitative& qualitative reports of the SQMTs, assessment of SBM Practices, and Provision of Technical Assistance,were mentioned to have contributed much in the performance of the SDQMT.

In connection with Technical Assistance, the SDQMT emphasized that having a “Functional Technical Assistance Plan, t imely sharing of information ( DepED Memo, Orders, Guidelines, Policies, etc.), IdentifyingPromising Practices /Experiences to be elevated to the higher managerial levels for Technical AssistancePreparations and Policy Recommendations, coaching and mentoring on the Development ofTechnical Assistance Plan, on-site coaching on the Implementation, monitoring & evaluation of technicalassistance, and intensive monitoring to the schools are seen to facilitate the performance of their rolesand functions.

SDQMTs also articulated some enabling mechanisms to support Quality Assurance and Accountability Systemimplementation. These are the conduct of timely advocacy on the QAAS, on-site coaching and mentoring,monitoring and evaluation of QAA Pilot Schools, gathering, interpreting and analyzing data, prioritization ofthe improvement areas which are needs-based, process check of the SIP and AIP adjustment, and finally, the

timely provision of technical assistance.

5.1.2.4 M&E Tasks Performed by the SDQMT

The tasks performed by the DQMTs are reflected in Table 3c across divisions. It can be seen that the divisionQMTs had varied opportunities to perform the tasks and only close to 50% could be performed. Evidently onlyItems 1 ( utilizing appropriate M&E instruments and tools)and 6 ( Coordinating development of TA plans usingM&E reports from the SDQMT as input) are done by all the teams in the three divisions. Item 7 was not doneat all by any team. The DQMTs do not interact with the SDS/ASDS nor communicate findings in mattersrelated to heir M&E tasks. This task tho‟ prescribed in their TOR, apparently, has not been established in thedivision.

The DQMTs cited that the reasons for the non-performance of Items 3 (consolidation of M&E reports from the

districts), and Item 4 (validating information received from the SDQMTs) are the delayed submission of reportsfrom the SDQMTs, overlapping of activities, and no organized SDQMT particularly in Tagbilaran Division. Thisscenario somehow suggests lack of coordination between the SDQMTs and the DQMTs.





Table 3cTasks Performed by the DQMT for the Duration of the Pilot Implementation

DQMT Tasks NO B/T NS Total %

1. Utilizing appropriate instruments and tools in conductingM & E

1 1 1 3 100%

2. Generating quantitative information from the SchoolEducation Management Information System for preparingM&E reports

0 1 1 2 67%

3. Consolidating and analyzing the M and E reportssubmitted by the Division Sub M and E team (quantitativeand qualitative)

0 0 1 1 33%

4. Validating information received from the Sub-divisionQMTs

1 0 0 1 33%

5. Communicating findings and recommendations toMANCOM

1 0 0 1 33%

6. Coordinating development of TA plans using M&Ereports rom the division sub-M&E teams as input

1 1 1 3 100%

7. Submit division sub level M and E report to the DivisionM and E Team

1 1 1 3 100%

8. Interacting with ASDS/SDS and the Sub-division M&Eteams

0 0 0 0 0%

Ibn addition, the DQMTs itemized additional roles/responsibilities/tasks they have performed that theyconsidered relevant to Quality Assurance & Accountability System along with the reasons that pushed theteams to perform them. Along this line, the DQMTs mentioned the following:

Following-up the proper implementation of the Technical Assistance Plan

Providing information to school on where and how to generate, mobilize and manage funds and otherresources e.g., MOOE. SEF, donations, Project Proposal Development, Involvement in the

development of Barangay/Municipal Resolutions, etc. Facilitating referrals to the appropriate resources that could address their existing problems e.g.

Training and Development Team for NCBTS and T & D related issues, and to LRMD teams foraccess on Teaching and Learning Resources

Preparing tests materials and monitoring the administration of DAT & RAT

Appraising SIPs and coaching and evaluating project proposals of SOBE & CLASS

Providing appropriate technical assistance to schools.

Conversely, the DQMTs of the three pilot regions were also asked to identify the tasks that were difficult forthem to perform and the factors that contributed to the difficulty. Significant to note was that not even one ofthe tasks is common to the three teams. The DQMT from Northern Samar expressed that, primarily, the mostdifficult task for them to do is consolidating and analyzing the M & E reports submitted by the sub- M & E teamboth quantitatively and qualitatively. Most of the team members are so engrossed with the overwhelmingorganic functions to seriously do this task. Moreover, the lack of ICT skills among the members of the SDQMTresulted to too much delay in the submission of reports to the DQMT.

On the other hand, DQMT from Bohol/Tagbilaran conveyed that because most of the members have nobackground on the development and localization of the M & E tools, they found it hard to develop the neededdivision M & E instruments. While the DQMT from Negros Occidental signified that it is on interacting with theSDS/ASDS and the sub-division M & E Teams that is most difficult for them to tackle because of the conflict inschedules.

With the above-stated negative issues, it may be suggested that the SDS/ASDS consider seriously includingthese in the agenda during the Mancom meetings with the concerned personnel in order to arrive atagreements and resolutions to have efficient and feasible QAA-M&E System.





Given the experience of the DQMT in managing the QAA System, they were also made to identify othersignificantly critical tasks they have done in addition to what have been delivered, and the reasons that wereseen to have contributed in some ways to the facility in doing their work.. The team enumerated the following:

Division M & E team taking the lead in the preparation of the technical assistance plan based on theconsolidated reports of the SDQMT to fine tune the present set up of Technical AssistanceMechanism pilot run.

Division M & E Team facilitating the annual improvement plan review & adjustments in schoolbecause the team is in better position to validate issues from the data in the BEIS and in prioritizingTA plan based on the availability of the resources.

Division M & E Team helping the SDQMT in consolidating the SQMT reports as Technical Assistance toSDQMT for immediate actions on the issues found from the schools that need instantaneous solution from thedivision. This serves as an avenue also in coming up with a common understanding, interpretation, analysis,TA Plan & recommendations on the findings from the SDQMT reports.

In the course of the pilot, DQMTs also articulated some enabling mechanisms to support Quality Assurance & Accountability System implementation to wit:

Intensive monitoring and supervision of the QAAS through TEAM Monitoring & Supervision scheme,an existing division initiative wherein ES is paired with a PSDS, primarily to track down the progress

of the implementations of the different DepED programs and projects, SIP at the school and toprovide Technical Assistance based on the findings.

Development, implementation and monitoring of the Technical Assistance Plan in partnership withthe SDQMT as part of the organic function of the Team Monitoring and Supervision scheme.

Table 3dTasks Performed by the RQMT for the Duration of the Pilot Implementation

RQMT Tasks NO B/T NS Total %

1. Provide technical assistance to divisions on the implementation ofnational & regional standards for the improvement of division

performance

1 1 1 3 100%

2. Coordinate the M&E system in the region 1 1 1 3 100%

3. Develop and review QAA M & E Tools to ensure validity andreliability

1 1 1 3 100%

4. Validate and integrate findings of all M & E Results in the regionand those coming from the divisions

1 1 1 3 100%

5. Ensure that the operation/ establishment of public/private schoolsis based on standards set

1 1 1 3 100%

6. Conduct accreditation of public, vocational/technical, privateschools and CLC s

1 1 1 3 100%

7. Implement Reward, Recognition and Incentive System in theregion

0 0 0 0 0%

8.

Submits regional M&E reports to Division Chiefs and REXECOM 1 1 1 3 100%

The above data indicates that although most of the tasks required of them were efficiently delivered, the teamsof the three pilot regions have come up with a common response of not implementing yet the reward,recognition and incentive system in the region thus, resulted to only 87.5% of the total percentage of the tasksperformed by the RQMT. Quality Management Teams from Regions 6 & 7 have the same reason of notimplementing the said task because of the absence of the operational guidelines to run the system. While QMTfrom Region 8 has its own ground of not implementing it because the system, according to them, is alreadyembedded in the function of the Human Resource/Administrative Division Unit of the region.

The group of Quality Management Team (SQMT) of the three regions were likewise asked to specify additionalroles/responsibilities/tasks relevant to Quality Assurance & Accountability System they performed,notwithstanding from those registered in the tool and the reasons that triggered the teams to perform them.

The group has come up with a confirmation as indicated in their response and that is attendance to differentmeetings, conferences and other related activities called by relevant agencies to further strengthened linkagesto other external stakeholders.





Taking into consideration on the diverse conditions affecting the performance of the different tasks, the RQMTswere asked to determine the tasks that were relatively easy for them to perform during the pilot testing. It wasextensively noted that teams of the pilot regions were all agreeable when they averred that all the tasksobliged to them are not difficult to achieve.

In addition, the RQMTs pointed out in their responses some critical factors that facilitated/supported theefficient performance of the tasks, as follows:

Easy to follow policy and guidelines

Updated REXECOM report submitted

The support of TA Division and the availability of Technical Assistance Plan

Availability of M & E Tools and M & E Results

Clear Guidelines & Set of Standards

Involvement in the Crafting of RMEAF

Technical Know-How of the Team

The RQMTs were also made to determine the task/s that was/were difficult to perform. But RQMTs of the three

pilot regions consistently responded that there was even no single instance in the course of execution of their

task/s that made them hard to comply.

5.1.3

Utilization of System Implementation Tools

For the Pilot Implementation of the QAA-M&E System, two categories of process tools were utilized. Onewas for the SIP implementation which used seven tools; namely, Physical Outputs Accomplishment Form/TrackingForm, Issues/Problems and Concerns Log, Log Sheet on Resolution of Issues/problems, Log Sheet onSustainability Measures, Log sheet on Lessons Learned, SIP end-Cycle Terminal Report Template, andMonthly M&E Report Template. See Annex C for the tools.

For the Assessment of School-Based Management, , the SBM Assessment Tool (printed) and SBM AssessmentModule (EBEIS) which can be accessed on the world-wide web (http://beis.deped.gov.ph) were used.

Table 4 reflects the results per division on the utilization of the Process Tools in the performance of the SQMT‟sroles/ responsibilities/tasks.

Table 4

Process Tools Used by the SQMT in Performing their Task

Process ToolsPilot Division

NegrosOccidental

Bohol/Tagbilaran

NorthernSamar

A. For SIP Implementation

a. Physical Output Accomplishment Form/Tracking Form

b. Issues/Problems & Concerns Log

c. Log Sheet on Resolution of Issues/Problems

d.

Log Sheet on Sustainability Measures

e. Log Sheet on Lessons Learned

f. SIP End-Cycle Terminal Report Template x

g. Monthly M&E Report Template

B. SBM Assessment

a. SBM Assessment Tool

b. SBM Assessment Module (EBEIS)

The table clearly indicates that almost all of the nineteen (19) SQMTs have signified that they used the tools inundertaking the M&E processes for SIP implementation and SBM assessment. However, the Division ofNorthern Samar was not able to use the SIP End-of-Cycle Terminal Report Template due to low turn-out ofSQMT reports submitted to the SDQMTs (PSDS). Only 42 percent or 21 schools out of the 50 QAA pilot

schools had submitted needed reports within the prescribed period. The non-submission was due to the bulkof end-of-the-year reports required of the School Heads who were also members of the SQMT, and thedisparity between the monthly report format requirement by the division and the QAAS pilot implementation.

http://beis.deped.gov.ph/

http://beis.deped.gov.ph/





The two other divisions might have used the same supplementary tools, however, during the conduct of FGDthey failed to disclose the same. The SQMT may opt not to use the above-named tools unless these arerequisites or connected to their targets during the 3-year SIP/Annual Implementation Plan.

5.2 S YSTEM’S EFFECTIVENESS

System effectiveness is the extent to which a system achieves its objectives. It requires the functionality, dependability,

and capability of the system

In the present report, system effectiveness refers to the suitability or aptness of the personnel selected to compose theQMTs, the appropriateness of the tools used to capture the needed information, and the ability of the M&E processes toyield information for educational planning and decision making.

5.2.1 Appropriateness of Personnel Selected

An indicator of the effectiveness of the selection criteria for the different QMTs is the extent to which the teams canmeet the skills required to perform the TOR. This was gauged by obtaining the percentage of M&E tasks done bythe teams representing their level of performance. The higher the percentage, the more able are the teams inperforming what is expected of them thus showing the effectiveness of the criteria used in selecting them. Theacceptable level of performance for a task is 2 out 3 thus obtaining the frequency of tasks performed means

counting those that registered at least 66%.

Table 6 shows the frequency and percentage of tasks performed by the teams by level. It is heartening to note thatthe teams involved have shown remarkable evidence in its ability to meet the skills required for QAA-M%E. This isespecially demonstrated by the SQMT who are in fact, playing the most significant role in the chosen areas forpiloting QAA-M&E, i.e. SIP Implementation and SBM Assessment. They were able to perform 100% of the tasks.

Likewise are the SDQMTs who have substantially demonstrated 100% level of performance. A closer look at theirperformance by item however, reveals three (3) of the items not being carried out by all teams in their respectivedivision. Nonetheless, they have met the acceptable level.

Among the teams, the DQMT relatively obtained the lowest level of performance as they were able to do 5 out of 8tasks (62%) only. The tasks not performed by two-thirds of the teams were those contingent on the performance ofthe SDQMTs in the division, e.g. delayed submission of M&E reports by SDQMT. This particular finding illustrates

the interdependence of the QMTS to successfully implement the system.

Of the eight tasks of the RQMT-QAAD, seven or 88% were performed by the three regional QMTs, againsuggesting the appropriateness of the selection criteria in choosing the members of the team who could do thetasks. Data likewise show are fully aware they are of their tasks as stipulated in R.A. 9155 where the one of theregion‟s primary functions is to provide Technical Assistance to the divisions. These TA to the divisions cannot beeffectively carried out if the M&E system is not in place since submission of reports will not be acted upon.

Figure 2

Number of M&E Tasks Assigned and Performed by QMT

0 5 10

School QMT

Sub-division QMT

Division QMT

Region QMT

Effectiveness of Criteria

No of Tasks Performed

No of Tasks Assigned





It is worth mentioning that the selection criteria for the various QMT levels were effective because majority of theexpected tasks to be performed by the QMT‟s were accomplished..

5.2.2. Appropriateness of Tools Used for M&E Processes

The development of the system implementation tools is in compliance with the requirements of the BESRA

Implementation Plan on KRT 1. These tools are to be used in monitoring and tracking the progress of their SIPimplementation and in evaluating their SBM practices.

Positive responses were given by the SQMT, indicating that the tools developed and used during the pilotimplementation captured the needed information expected from the M&E Reports. These tools had given the

school planning teams vital information in adjusting the SIP and the district/division in developing their TA plans to

address the needs of the schools in the course of their SIP Implementation.

5.2.3 Utilization of the M&E Reports to Education Planning

Table 8 shows the extent of the utilization of the M&E reports for SIP/AIP adjustments by the target schools. It

indicates the number and percentage of target schools of the pilot divisions that have utilized M&E information in

adjusting their AIP2.

Table 8

Number of Schools Using M&E Information in SIP/AIP Adjustment

Level ofUtilization

Neg. Occ.(N = 50)

Bohol/Tag(N= 53)

N. Samar(N = 50)

TOTAL(N = 153)

F % F % F % F %

Utilized 50 100% 49 92% 48 96% 147 96%Not Utilized 0 0% 4 8% 2 4% 6 4%

The foregoing table shows that one hundred forty seven (147) out of one hundred fifty three (153) or 96% of the

QAA target schools across the three (3) regions utilized the M&E reports in adjusting their SIP/AIP2. As reported

by the SBM coordinators who are members of the SMT, the adjustment has been based on the information on the

undelivered outputs of the school.In general, the QAA System provides the schools an opportunity to utilize information from M&E reports as basis for

educational planning.

5.2.4. Utilization of M&E Reports for Provision of Technical Assistance

Monitoring and Evaluation (M&E) is expected to generate information relative to the situation of target schools.

M&E reports submitted by the SQMT include issues/problems that need to be resolved. This provides an avenuefor the TA Teams to consider these issues/problems in the development of TA Plan.

The results of the survey conducted are reflected on Table 9 that shows the number and percentage of QAA target

schools in the STRIVE Pilot Regions utilizing /not utilizing M&E information in the provision of TA.

Table 8aUtilization of M&E Information in the Provision of Technical Assistance

Utilization of M&EInformation in the

Provision of TA

R6 – Neg. Occ.

(N = 50)

R7 – Bohol/Tag

(N = 53)

R8 – N. Samar

(N = 50)

TOTAL

(N = 153)

F % F % F % F %

Utilized 49 98% 52 98% 48 96% 149 97%

Not Utilized 1 2% 1 2% 2 4% 4 3%

5.3 Relevance

Relevance is a term used to describe how pertinent, connected, or applicable something is to a given matter. A thing isrelevant if it serves as a means to a given purpose. The Quality Assurance and Accountability System being piloted

shows its social applicability in becoming to be a means to lead schools in improving their quality indicators, in





progressively advancing their SBM level of practice and in influencing and informing management of the technical

assistance they need.

5.3.1 Relevance of QAA Reports in the Provision of Information on Quality of Schools

5.3.1a. Performance Indicators

After three years of SIP implementation, the SQMT able to provide information on the performanceindicators attained by the pilot schools. The quality implementation and monitoring of the SIP implementationin every school is manifested in every SIP End-of- Cycle Report.

Table 9

Number of Schools with Improved Performance Indicators

as shown in the SIP End-of- Cycle Reports

Division

Schools with Improved Performance Indicators

Achievement

Rate

NetEnrolmentRate

Graduation

Rate

Participation

Rate

Survival

rate

Failure

rate

Drop-out

Rate

Repetition

Rate

Promotion

rate

Completio

nrate

Bohol 25 12 19 8 8 20 22 20 18 11

NegrosOccidental

NDA NDA 29 NDA NDA 25 27 NDA 27 NDA

NorthernSamar

16 19 22 NDA NDA 21 21 22 23 NDA

Table 9 shows that in Bohol and Tagbilaran City Divisions, 25 schools have shown improvement in

Achievement Rate, 12 schools showed increase in Net Enrolment Rate, 19 schools with improved Graduation

Rate, 8 schools with improved Participation and Survival Rates, 20 schools showed improvement in Failure

and Repetition Rates, 18 schools have improvement in Promotion Rate while 11 showed improvement inCompletion Rate.

In Negros Occidental Division, 29 schools showed improvement in Graduation Rate, 25 schools have

improved in Failure Rate, while 27 schools have improved in Drop-out and Promotion Rates.

While in Northern Samar Division, 16 schools with improvement in Achievement Rate, 19 schools showed

improvement in Net Enrolment Rate, 22 schools are reported to have improved in Graduation and Repetition

Rates; 21 schools have showed improvement in Failure and Drop-out Rates and 23 schools have improved

their Promotion Rate.

Table 9aConsolidated Number of Schools with Improved Performance Indicators during the

Current Year as shown in the SIP End-of- Cycle Reports

DivisionNumber of

Pilot SchoolsSchools with SIP End-

of- Cycle Reports

Schools with improvedperformance indicators

F %

Bohol & Tagbilaran City 53 30 29 97%

Negros Occidental 50 43 40 93%

Northern Samar 50 26 26 100%

Table 9a presents the number of schools with improved performance indicators during the current year as

shown in the SIP End-of- Cycle Report. Of the 53 QAA pilot schools in Bohol and Tagbilaran City Divisions ,only 30 schools with SIP End-of-Cycle Reports. Of the 30 only 29 or 97% schools showed improvement in the

performance indicators.





In Negros Occidental Division out of the 50 schools, only 43 schools with SIP End-of-Cycle Reports. Of the43 schools, only 40 or 93% showed improvement in the performance indicators as shown in the QAA report.

While in Northern Samar, there are 50 QAA pilot schools. Of these, only 26 schools with SIP End-of-Cycle

Reports and the 26 or 100% showed improvement in the performance indicators as reflected in the SIP End-

of- Cycle Report s.

5.3.2. SBM Level of Practice

There were two different versions of assessment tools used in the conduct of SBM Assessment on the Level of

Practice among the schools. In the first assessment, the tool used was STRIVE version, while the second

version was SBM TWG version of assessment tool. The SQMT was able to provide information on the level of

SBM practice of the QAA pilot schools.

Table 9bNumber of schools with Results of their Assessment of SBM Practice

and with Improved Level of SBM practice as shown in the SIP End-of- Cycle Report

DivisionSchools

with SBMAssessme

nt

First Assessment Second Assessment

Level 1 Level 1 Level 2

StartingStage

MovingTowardStage

Standard

Stage

StartingStage

MovingTowardStage

Standard

Stage

Gearing UpStage

Advancing Stage

ProgressingStage

Bohol & Tagbilaran City 27 13 4 1 2 11 1 0 2 0

Negros Occidental 42 13 23 0 10 16 0 1 4 5

Table 9b presents that in Bohol and Tagbilaran City Divisions, 27 schools have reported to have assessed on

SBM Level of Practice as reflected in the SIP End-of- Cycle Report. On the First Assessment, 13 schoolsconsidered themselves in Level 1- Starting Stage, 4 schools are in Level 1-Moving Toward Standard while only 1

school is in Level 1- Standard Stage. On the Second Assessment, 2 schools considered themselves Starting Stage

yet, 11 schools are in Moving Toward Standard and 1 is in Standard Stage and 2 schools considered themselves

to be in Level 2 Advancing Stage.

In Negros Occidental Division, 42 schools have reported to have assessed on SBM Level of Practice as shown in

the SIP End-of- Cycle Report. On the First Assessment, 13 schools considered themselves in Level 1- Starting

Stage while 23 schools are in Level 1-Moving Toward Standard. On the Second Assessment, 10 schools

considered themselves Starting Stage yet, 16 schools are in Moving Toward Standard and 1 is in Level 2 –

Gearing Up Stage and 4 schools considered themselves to be in Level 2 Advancing Stage and 5 are reported to

be in Level 2- Progressing Stage.

Table 9c

Number of schools with Results of their Assessment of SBM Practice and with

Improved Level of SBM practice as shown in the SIP End-of- Cycle

Report in Northern Samar Division

Division

Schoolswith SBM

Assessment

First Assessment (STRIVE Version) Second Assessment (DepEDSBM TWG Version)

Level 1 Level 2 Level 3 Level 1

Starting AlmostReady

ReadyProgressiv

eMature Starting

MovingTowards

Standard

N. Samar 26 12 5 1 4 4 3 21 0

Table 9c shows that in the Division of Northern Samar, there are 26 schools reported to have assessed on SBM

Level of Practice as shown in the SIP End-of- Cycle Report. On the First Assessment, 12 schools are Level 1-Starting Stage, 5 Level 1- Almost Ready, 1 school is considered on the Ready Stage, 4 schools are in the Level 2-

Progressive Stage and 4 schools are in the Level 3-Mature Stage. While on the Second Assessment, all schoolsare classified in the Level 1, 3 schools are in Starting Stage and 21 schools are in Moving Towards Standard Stage.





Northern Samar Division utilized different tools in assessing Schools‟ SBM Imp lementation Level of Practice.

During the first assessment, the SBM Assessment Tool being utilized was the STRIVE version, while the SBMTool developed by the SBM TWG was used in the second assessment as mandated through the national roll –

out of SBM Assessment Policy.

Table 9d

Consolidated Number of Schools with Results of their Assessment of SBM Practice

and with Improved Level of SBM Practice as shown in the SIP End-of- Cycle Report

Division

Numberof PilotSchools

Schools with Reports on SBMLevel of Practice

Schools with Improved Levelof SBM practice

F % F %

Bohol & Tagbilaran City 53 27 51% 16 59%

Negros Occidental 50 42 84% 18 43%

Northern Samar 50 26 52% 26 100%

Table 9d shows the number of schools with results of their assessment of SBM practice and with improved levelof SBM practice. In the divisions of Bohol and Tagbilaran City, of the 53 QAA pilot schools, only 27 or 51% of

the schools have indicated the results of their assessment of SBM practice. Of the 27 schools, only 16 or 59%of the schools showed improvement in their level of SBM practice in Bohol and Tagbilaran City Divisions.

In Negros Occidental Division, of the 50 schools, 42 or 84% have showed the results of their assessment of

SBM practice as shown the QAA report. Only 18 or 43% of schools with improved level of SBM practice in Negros

Occidental Division.

While in Northern Samar Division, there are 50 QAA pilot schools. Of these, 26 have reported the results of their

assessment of SBM practice and the 26 or 100% have showed improvement in the level of SBM practice as

shown the QAA report.

5.4 Critical Helping and Hindering Factors Influencing Implementation of the QAA-M&E System

A summary of the facilitating and hindering factors that have influenced implementation of the system by therespondents is shown in Table _ . The list was derived from the those given by the QMTs across pilot sites by functionallevel. ( See Annex _ for the listing by QMT level). For processing of these data, qualitative analysis was undertaken tosort the entries and identify the themes that govern them.

Among the enabling factors, seven (7) categories have emerged ranging from the characteristics and features of thepilot system in the form of its simplified structures, processes, tools and guidelines, capability building provided to theQMTs, the management support mechanisms provided by the DO to SDQMTs/SQMTs in performing their tasks, theobserved commitment and dedication of the QMTs to the stakeholders‟ support given to SIP implementation. The list isquite useful in identifying potential recommendations on what should be sustained in implementing the systemparticularly in determining what needs to be given emphasis in the system‟s implementation manual.

The hindering factors, quite interestingly, focused more on implementation concerns that have caused delay in

performing their tasks. They had issues on the delayed submission of reports, absence of consolidation tools on thepart of the SDQMT to do their work, lack of communication between DQMT and SDQMT, some management issuesbrought about by change in assignment at the DO or transfer of school heads to other stations adversely affecting SIPimplementation. A number of problems were also cited but were more STRIVE project-related rather than the systemitself. These were on conflicting schedules of organic and STRIVE activities, work overload of those involved, andabsence of financial assistance from STRIVE, which may not resurface anymore after project completion.





Table 10Summary of Critical Helping and Hindering Factors Influencing

Efficiency and Effectiveness of QAA-M&E System

Enabling Factors Hindering Factors

1. Simplified structures , processes and tools of the

system a. Clear Terms of references of the SQMTb. Selection criteria for the QMTs helpful in organizing

QMTsc. Mobilized SQMT, SDQMT and DQMTd. Simplified/localized M & E instrumentse. Sufficient QAA-M&E tools and templates

2. Clear guidelines on the implementation of QAA-M & E system

a. Common understanding of the system delivery at alllevels (SQMT, SDQMT & DQMT)

b. Presence of framework in every mechanism

developed

3. Provision of technical know-how on M & E & ICT a. Capability building conducted by STRIVEb. Availability of ICT support (facilities) for M&Ec. Training received by the PSDS who are members of

the SDQMTd. Updated division BEIS & SIS for data gathering

purposes & for prompt preparation of M & E reportse. Technical know-how of the members on the national &

regional standards, indicators and performancemeasures

f. Advocacy and education

g.

Continuing orientation of other members of QMT

4. Commitment and dedication of implementing unitsa. Positive attitude of the SDQMT to perform their tasks

and functionsb. Harmonious relationship between SDQMT and

SQMTsc. Maximized participation/involvement of the members

belonging to the QAA division unitd. Teamworke. Support of SDQMTs to SQMT in complying with report

requirementsf. Coaching by DQMT in the report consolidation

processes of SDQMTg. Utilization of personal resources for travel purposes

5. Management support

a. REXECOM actions in resolving issuesb. Involvement of SDS or ASDS in QAA related activities

e.g. analysis of M & E reports and in the formulation

of technical assistance planc. Immediate actions on the recommendations coming

from M & E reports

1. System Implementation concerns:

a.

Absence of template for consolidation of SQMT reportsand other informationb. Delayed submission of consolidated reports from the

SDQMTc. Absence of the QAAS manual covered with policy from

the higher authority as legal basis for the implementation

2. Technical Assistancea. No provision of periodic consultation/interaction with the

DQMT on QAA mattersb. Inadequate Mentoring/Coaching processes to assist

QMTs

3.

Administrative / Management Issuesa. Discontinuity of SIP activities as result of movement of

SHs due to promotion, transfer and retirement. b. Conflicting schedule of trainings/workshops conducted by

DepED and STRIVE.c. Using the same work force in the implementation of the

different STRIVE activities.d. Absence of policy/Memorandum/DepEd Order for the

implementation of the system during the pilot periode. No financial assistance given from the division or

STRIVEf. New set of functions because of the restructuring of the

division where some of the Division M & E Teammembers are assigned in other unit requiring otherresponsibilities

g. Absence of Awards/Incentives to performing SQMTsh. Lack of upgraded ICT equipmenti. Unfinished REDP

4. Lack of timely advocacy to internal and externalstakeholders on the QAA system.

5. SQMTs of some schools are not functioning due tocertain attitudinal issues





d. Division memorandum on intensified monitoring &supervision through the TEAM supervision scheme ofthe division

7. Support to SIP Implementation of schools

a. Over-all support of stakeholders‟ in the realization ofschool plans/targets

b.

Stakeholders being updated with SIP and SRCc. Prioritization of the needs according to urgency and

the availability of resources

6.0 RECOMMENDATIONS

The pilot implementation of the Quality Assurance and Accountability System (QAAS) in the three pilot regions anddivisions started School Year 2009-2010. Based on pilot results, the Quality Management Teams (QMTs) at theRegion, Division, District and School levels have identified two sets of recommendations: a) recommendations toimprove system implementation and b) recommendations to improve sustainability through identified supportrequirements for its institutionalization.

6.1 RECOMMENDED CHANGES IN THE SYSTEM

The result of the pilot test revealed that there are needed changes for system‟s improvement. The people involved inthis pilot test felt there was need to institutionalize at the three STRIVE target regions the technology of the RegionalMonitoring, Evaluation and Adjustment before its roll-out nationwide. There is also a need to engage the Public SchoolsDistrict Supervisor (PSDS)

1. Terms of Reference of QMTs. Selection of personnel that will compose the Quality Management Teams(QMTs) at the region, division, district and school levels was based on criterion identified by the STRIVEQAA/M&E System Monitoring Team which were deemed to contribute to the attainment of the objectives ofthe system.

Reformulation of the TOR of District QMTs and acceptance by the Division Office . The pilotimplementation revealed the need for the Public School District Supervisors (PSDS) to be the Sub-

division Quality Management Team (SDQMT) at the District Level. Hence a review of functions andresponsibilities of PSDS in relation to QAA/M&E is needed. It is suggested that the Regional Officemake an issuance mandating all Public School District Supervisors (PSDS) to be the SDQMT in theDistrict level.

Review of TOR of SQMT. Part of the study was the identification of hindering factors or those thatmake their functions difficult to perform. The SQMTs of the pilot schools agreed that lack of timelyadvocacy to the stakeholders made it difficult for them to coordinate needed tasks with them. Thus,aside from the seven (7) identified roles and functions of the SQMT it is recommended to include:

a. Timely advocacy of the QAA System to internal and external stakeholders. - This was seenas necessary to sustain the over-all support of these stakeholders in the schools‟ programsand projects. This is also seen as one mechanism to heighten the interest of the stakeholdersto participate in coming up with appropriate interventions to address the issues and concernsidentified.

b. Submit monthly report to the Sub-division QMT.

2. Development of consolidation tools for district and division. Although the report revealed that the QMTswere able to perform their roles and functions, it was also noted that some of their functions were notaccomplished within the specified time due to overlapping of activities. Some SQMTs and SDQMTs disclosedthat they find it difficult to submit monthly reports to the SDQMT and DQMT, respectively. Reason being that istheir schedule and proximity of their respective offices. To ensure that there is interdependency of M&Eprocesses at both the division and the district levels, the QMTs found that it will be necessary to develop aconsolidated tools for both the District and Division levels.

3. Harmonization of required reports from the division. As mentioned above, timely submission of requiredreports is as necessary as doing the tasks assigned to QMTs. Ideally, the School QMTs submit their monthlyreport to the District or the Sub-division QMT, the SDQMTs submit their monthly report to the Division QMT.The DQMT then consolidates the report submitted by the SDQMTs and submit their report to the Region QMTs





on a quarterly basis. Reports are main source of information for educational planning and decision making.These reports are also used for identification of priority areas for technical assistance.

As mentioned in the preceding report, some SQMT find it easier to directly submit their report to the DQMT orthe Division SBM Coordinator/Chair rather than to the SDQMT. This process took more time because thereports were then turned-over to the proper SDQMT for consolidation before submission to the DQMT. Asystematic way of gathering data for reporting purposes may be initiated as this affects effectiveness and

efficiency of the system. If reports are not harmonized, DQMTs could not get information that can be used forTA planning.

4. Improvement of flow of Division M&E processes to integrate TA of Div./District QMT to School QMT.

Some of the M&E tasks identified by the DQMTs to be difficult for them to perform are as follows: Neg. Occidental – Interacting with SDS/ASDS and the Sub-division M&E teams because of conflict in

their schedule. Bohol/Tagbilaran – Most of the DQMT members have no background in the development,

indigenization and localization of M&E tools. They found it hard to develop M&E tools andinstruments to suit the need of the division.

N. Samar – Consolidating and analyzing M&E reports, both quantitative and qualitative. This isbecause most of the team members are so focused on their organic tasks that they find it hard toaccomplish their M&E assignments.

Thus, it is suggested that QAA/M&E System processes and tools be part of the agenda duringDivision Mancom. Use the “team monitoring and supervision scheme” wherein an ES is paired with aPSDS in monitoring the progress of implementation of various education programs & projects. Thepilot report also suggest to include in the organic function of the PSDS (SDQMT) the development,implementation and monitoring of the Technical Assistance Plan.

5. QAA System as part of the SIP. Inclusion of a plan on how to quality assure the School Improvement Plan(SIP) was seen as an indicator of a good plan. During the crafting of the SIP each planning team shallprepare a plan on how to monitor and evaluate the implementation of the SIP.

6.2 RECOMMENDATIONS FOR SUPPORT REQUIREMENTS TO SUSTAIN AND INSTITUTIONALIZE THE SYSTEM

6.2.1

Policy recommendations:a. At the Central Office:

Institutionalization of Regional Monitoring, Evaluation & Adjustment (RMEA) Technology at theSTRIVE target regions. -Project STRIVE introduced the Joint Monitoring, Evaluation & Adjustment (JMEA) scheme to monitor the progress of activities and deliverables of eachcomponent. The technology was seen as an effective process to gauge each component‟saccomplishment of their respective functions/ tasks and deliverables. Relatively, measures areimmediately identified if there are slippages in the expected outputs. RMEA process was feltas an effective way of data gathering from the field. Though the process requires time, moneyand effort, results of the RMEA or the reports/information generated from this process are datadriven. At the Regional level, RMEA will be based on the REDP.

b. At the Regional Level:

Issuance mandating all PSDSs to be the SDQMT in the District level. Results of the pilotimplementation of the QAAS showed the significant role of the PSDSs in relation to QAA/M&E.

c. At the Division/District Level: Include as one of the criteria in the per formance appraisal of School Heads the “Implementation

of the QAA-M&E System in schools” policy from the CO Policy regarding the assurance of continuity of the implementation of SIP regardless of transfer

of School Head into another school from the RO SEF to give priority to SIP implementation

6.2.2 Capability building programs – QMTs should be provided with CB programs that will help themperform their respective duties and responsibilities efficiently. They must be equipped with capabilities andtechnical know-how to provide technical assistance to education managers at their jurisdiction. Some of the

CB programs identified during the pilot implementation are the following: In-depth training on the utilization of M&E Reports for Technical Assistance planning for QMTs at the

Region, Division and District Levels (for effectiveness and relevance).





Training of RQMTs on UIS/BEIS utilization for data gathering Intensive training of QMTs on QAA-M&E Processes The QMTs at the Division, District and School Levels revealed the need for the following CB

programs: ICT training Technical writing and reporting Facilitation skills

Orientation of all School Heads on QAAS

6. 2.3 Support Requirements

a. Human Resource Support. to comply with the required number of QAA personnel in the RO, it was deemed necessary for

additional staff, such as: 2 more QAA specialist Support personnel of at least 2 in QAAD ICT personnel as an additional member of the Division M&E team

b. Technical Assistance Support Conduct of RMEA in Functional Divisions and Division Offices Crafting/development of the 2nd cycle SIP based on results evaluation

c. Fund Support MOOE for the M&E activities; training of QMT members, procurement, repair and maintenance

of ICT equipment, travelling expenses Travel allowance must be given to PSDS from the Division fund Strict implementation of guidelines and intensified monitoring of downloading of MOOE of the

Division to schools

6.3 SUPPORT FOR THE ROLL OUT OF THE SYSTEM TO OTHER REGIONS

1. Finalization of QAA-M&E Operations Handbook (will contain structures needed, processes & tools)2. Development of Installation Guide for QAA-M&E System (for regions who would like to start

implementation of the system)

3.

Refinement of Session guides for capability building





ANNEX A

Implementing Units of Pilot Sites

RO6 QAA-M & E Implementing Units

A. Regional Quality Management Team (Rexecom/QAAD)

P OSITION N AME

Chair: Regional Director Mildred L. Garay, CESO IVCo-Chair : Assistant Regional Director Corazon P. Brown, CESO VI

Rexecom Members: Chiefs of Functional Divisions

Chief, QAAD Dr. Donato G. Delgado

Chief, CLMD Dr. Lilybeth EstoqueChief, PPRD Ms. Mary Cabag

Chief, RMSPPD (Miss) Corazon P. Polohan

Chief, TDD Dr. Novelyn M. Vilchez

Chief,TAD Dr. Eden Deriada

Chief, Administrative Division Mr. Jesus A. LatumboChief, Budget and Finance Mr. Jose Lauresta

QAAD Specialists:

QAAD Specialist Mr. Edwin Espino

QAAD Specialist Ms. Estrella Mago

QAAD Specialist Mr. Ervin Banza*QAAD Specialist Ms. Erma Gervero*

*- Multi-tasked

B. Division Quality Management Team (DQMT)- Division of Negros OccidentalP OSITION N AME

Chair : SDS Rizalino S. Tortosa, CESO VCo-Chair s: ASDS Dr. Luisito Escalona

ASDS Jose Freddie M. Mocon ASDS Marsette D. Sabaluca

MembersES – 1 Heidi G. Bianzon

ES - 1 Luningning G. PecaocoES - 1 Marlin V. Anida

ES – 1 Romeo SisonPLANNING OFFICER Mariam Castel

Div. Coordinator Riza Gea

C. S UB-DIVISION Q UALITY MANAGEMENT T EAMS (SDQMT S )

EDUCATION SERVICE AREA 1NORTH NEGROS OCC.

EDUCATION SERVICE AREA 2CENTRAL NEGROS OCC.

EDUCATION SERVICE 3SOUTH NEGROS OCC.

N AME P OSITION N AME P OSITION N AME P OSITIO

N

Thelma S. Pendon PSDS Mariolina Jalwin PSDS Caridad Ablao PSDS

Nimfa Treyes PSDS Ma. Lourdes Tison PSDS Dolores Ramirez PSDS

Nilda Demegillo PSDS Rosario Bañes PSDS Marilyn Cogonon PSDS





D. School Quality Management Teams (SQMTs)

P OSITION S MALL E LEM

S CHOOLS ( 6 TEACHERS & BELOW)

L ARGE E LEM S CHOOLS ( 7 TEACHERS &

ABOVE)

S ECONDARY

S CHOOLS

School Head / / /

M&E Coordinator / / /

SPT Representative / / / Teacher / / Parent / / LGU / /

Department. Chairs / Subject Chair / /

ICT Coordinator/Teacher / /Others : (Please specify)

E. List of Pilot Schools

Area (Sub-Division) Elementary School Secondary School

ESA 1(North Negros Occ.)

Total = 17 Balogo ES Bug-ang NHS

Calapnusan ES Calatrava NHS

Canubgan ES Don Simplicio Lizares NHSDolis ES EB Magalona NHS

Escalante Central ES Escalante NHS

Jonob-Jonob ES Manapla NHS

Pandanon ES Tigbao NHSTalisay South ES

Victorias North ESCalatrava II CES

ESA 2(Central Negros Occ.)Total = 17 Pontevedra North ES Enriqueta Montilla De Esteban MHS

Isabela East Elem School Isabela NHS

La Castellana ES La Castellana NHSLopez Jaena ES Negros Occidental HS

Mambalio ES Tabao NHS

Mansablay ES Tinongan NHSMoises Padilla ES

Sibucao ES

Soriano ES

Valladolid ES

Pontevedra South ESESA 3(South Negros Occ.)Total = 16 Delicioso ES Bulwangan NHS

Aguisan ES Nabulao NHSBacuyangan ES Hinigaran NHS

Binalbagan ES Himamaylan NHSBinulig ES Negros Occidental National Agro-Industrial

School & Home Industries (NONAISHI)

Candoni CES

Cauayan Central School

Himamaylan CESHinigaran ES

Ilog Central SchoolPilar ES







P OSITION N AME

Chair: RD Dr. Receredo G. Borgonia

Co-Chair : ARD Dr. Carmelita T. Dulangon

Rexecom Members: Chiefs of Functional Divisions

Chief, QAAD Dr. Marcial P. DegamoChief, CLMD Dr. Carmencita C. Denampo

Chief , PPRD Dr. Milagros C. Gabia

Chief, RMSPPD Dr. Vivian G. Ginete

Chief,TDD Dr. Emiliano Elnar, Jr.Chief, Administrative Division Dr. Aniano Bautista, Jr.

QAAD Specialists:

QAAD Specialist Mr. Sinfronio Thelmo

QAAD Specialist Dr. Estela B. SusvillaQAAD Specialist Dr. Eduardo Bacaltos

QAAD Specialist Dr. Joy Kenneth BiasongQAAD Specialist Mrs. Rosa Cabotaje

QAAD Specialist Mrs. Merden Bryant

B. Division Quality Management Team (DQMT)- Division of Bohol

P OSITION N AME

Chair : SDS DR. LORNA E. RANCES

Co-Chair : ASDS MR. BIANITO A. DAGATANCo-Chair: ASDS MRS. WILFREDA B. BONGALOS

Division M & E TeamChair: ES DR. FELY G. LAGONOY

Member: PSDS MRS. CARMELA RESTIFICAR

Member: PSDS-ICT Coordinator MRS. MILAGROS FE BUHAYAN

Member: Planning Officer MRS. AMELIA A. CORTIDOR

Division Quality Management Team (DQMT)- Division of Tagbilaran CityP OSITION N AME

Chair : SDS MRS. NORMA S. VARQUEZCo-Chair : ASDS DR. ERLINDA B. MAHINAY

Division M & E TeamChair: ES MRS. PRISCILA PESQUIRA

Member: ES 1, PPRD MRS. ERLINDA O. PUAGANG

Member: ES 1, SIP/DAC MRS. MARIA LUISA RAMIREZ

Member: ES 1, NCBTS MRS. MARINA SALAMANCA

Member: Planning Officer MRS. LIZA MAQUILING

S UB-DIVISION Q UALITY MANAGEMENT T EAMS (SDQMT S )

EDUCATION SERVICE AREA 1 EDUCATION SERVICE AREA 2 EDUCATION SERVICE 3

N AME P OSITION N AME P OSITION N AME P OSITION

GEMMA LADROMA PSDS EDITO YANA PSDS ESTRELLITA BARAJAN PSDS

DOLORES CUIZON PSDS NOEL DUAVIS PSDS URBANO BERNASOR PSDS

ERLINDA EJOC PSDS LORNA TORREGOSA PSDS DELFINA OLAA PSDS





School Quality Management Teams (SQMTs)

P OSITION S MALL E LEM S CHOOLS

( 6 TEACHERS &

BELOW)


ABOVE)

S ECONDARY

S CHOOLS

School Head / / /


SPT Representative /

Teacher / / Parent / / LGU / /

Department. Chairs / Subject Chair / /ICT Coordinator/Teacher / /

Others : (Please specify) / /

List of Pilot SchoolsArea (Sub-Division) Elementary School Secondary School

ESA 1 Antequera Central School Busao High School

Total = 15 Balilihan Central School Cahayag High School

Bingag Elementary School Dr. Cecelio Putong National High SchoolCatigbian Central School Manga High School

Cogon Elementary School Mayor A. Tuazon School of Fisheries

Hanopol Elementary School Tagbilaran City Science High School

Tagbilaran City Central SchoolToril Elementary School

Tubigon Central School

ESA 2 Aguining Elementary Aguining High SchoolTotal = 23 Banlasan Elementary School Francisco Dagohoy Memorial HS

Baud Elementary School Handumon High SchoolBugang Elementary School Nahawan High School

Buenavista Central School San Jose National High SchoolCataban Elementary School San Miguel Tech Vocational HS

Cawayan Elementary School Ubay Science High SchoolClarin Central School Union High School

Dait Norte Elementary School

Hinlayagan Ilaud Elementary School

Lawis Elementary SchoolPangpang Elementary School

Pres. C.P.G. Central SchoolSto. Niňo Elementary School

Tipolo Elementary School

ESA 3 Bicao Elementary School Sierra-Bullones High School

Total = 15 Bilar Central SchoolCatungawan Elementary School

Gracia-Hernandez Central SchoolGuinacot Elementary School

Katipunan Elementary SchoolJagna Central School

Lila Central SchoolLoboc Central School

Mayuga Elementary School

Pob. Sur Elementary School

Quinogitan Elementary SchoolSierra-Bullones Central School

Valaga Elementary School







P OSITION N AME

Chair: RD DR. Rose Marie Felicidad V. Saet

Co-Chair : ARD Atty. Alberto T. EscobarteRexecom Members: Chiefs of Functional Divisions

Chief QAAD Dr. Brenda A. EstoyChief CLMD Dr. Rogelia K. Firmo

Chief PPRD Dr. Belen P. HipeChief RMSPPD Dr. Imelda B. Parado

Chief TDD Mrs. Corazon S. AbellaChief Administrative Division Dr. Nimfa G. Beltran

Chief Budget & Finance Mrs. Alma C. SuyomQAAD Specialists:

QAAD Specialist Dr. Rebecca L. Ragrag

QAAD Specialist Dr. Joel A. Zartiga

QAAD Specialist Mrs. Rhodora V. Sison

B. Division Quality Management Team (DQMT)

P OSITION N AME

Chair : SDS DR. THELMA C. QUITALIGCo-Chair : ASDS DR. GORGONIO G. DIAZ, JR.

Division M & E Team

Chair: PSDS FERMINA VILLANOBOS

Members:ES/SAC EMILY DELACRUZ

ES/SAC MARITES GUILLERMO

PLANNING OFFICER ANTONIO BARANDINOPO AID JUN GEPOLLO

C. S UB-DIVISION Q UALITY MANAGEMENT T EAMS (SDQMT S )

AREA / DISTRICT 1 AREA / DISTRICT 2 AREA / DISTRICT 3

N AME P OSITION N AME P OSITION N AME P OSITION

FERMINA VILLANOBOS PSDS AMADA MARQUITA PSDS CARLOS BALANQUIT PSDS

NENA GARDUCE PSDS GLORIA MATIC PSDS FE TIU PSDS

DODITO FLORALDE PSDS BERNARDINO BALANQUIT PSDS CLARITA CELAYA PSDS

D. School Quality Management Teams (SQMTs)

P OSITION S MALL E LEM S CHOOLS

( 6 TEACHERS &

BELOW)


ABOVE)

S ECONDARY

S CHOOLS

School Head / / /


SPT Representative / / /

Teacher / / Parent / / LGU / /

Department. Chairs / Subject Chair / /ICT Coordinator/Teacher / /

Others : (Please specify) / /





F. List of Pilots Schools

Area (Sub-Division)

Elementary School Secondary School

Pacific Area Capacujan Elementary School Laoang National High School

Total = 17 Catubig 1 Central School Laoang National Technical H S

Gamay Central School Las Navas National High SchoolGamay East Central School Mapanas Agro Industrial School

Junction Elementary School San Roque Pambujan Voc‟l. School Laoang 1 Central School

Laoang III (Rawis) Central SchoolLapinig Central School

Las Navas Central SchoolPalapag 1 Central School

Pambujan Central School

San Roque Central School

Central Area Baybay Elementary School Bobon School for Philippine Craftsmen

Total = 20 Bobon Central School Catarman National High SchoolCatarman II Central School ETBMSFCatarman SPED Center Lope de Vega National High School

Cawayan Integrated School Mondragon Agro Industrial School

Getigo Elementary School Polangi National High School

Gilalan agan Elementary School San Jose Technical High SchoolMakiwalo Integrated School Washington National High School

Mondragon Central School

Nenita Elementary School

San Jose Central SchoolLayuhan Elementary School

Balicuatro Area Alegria Elementary School Alegria National High School

Total = 13 Allen Central School Lipata National High SchoolEnriqueta Elementary School Rosario National High SchoolErenas Elementary School San Antonio Agricultural Voc‟l. School

Kinaguitman Elementary School San Isidro National High SchoolLavezares Central School

Pili Elementary School

Victoria Central School





ANNEX B

REVISED TERMS OF REFERENCE

Quality Management Teams

A School Quality Management Team

Criteria for Selection of SQMT

Has full grasp of the projects and programs in school

Involved in SIP development and enhancement process

Has knowledge of M&E

Accountable to improving learning outcomes in the school

Can communicate results of SIP to stakeholders

Familiar with national and regional standards, indicators and performance measures

Has working knowledge of ICT

Roles & Functions of SQMT:

Manage a mechanism for quality assurance and accountability in the school

Ensure that inputs, processes, outputs and outcomes of the school are at par with quality standardsand targets set

Communicate results of monitoring and evaluation to improve the implementation of SIP and SBMpractice

Process and review data gathered to make inferences to enable school management to arrive atsound decision-making

Composition of SQMT:

For Small Elementary Schools:

School Head

School M&E Coordinator

SPT Representative

For Big Elementary Schools & Secondary Schools:

School Head

School M&E Coordinator

SPT Representative (Parent/LGU)

Dept. Chairs (2)

ICT coordinator/Teacher

Terms of Reference:

1. Chair: School Head

Functions:

1. Manages the QAAS in the school2. Ensures implementation of SBM practice3. Makes decisions pertinent to improving quality outcomes in the school

Responsibilities

1. Orients school stakeholders on how to operationalize the QAA system2. Designates the members of the School QMT3. Designs monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules,

monitoring and feedback forms);4. Convenes School QMT regularly to discuss M & E concerns together with implementation team5. Communicates the learners' progress to intended stakeholders6. Submits quarterly accomplishment report to SDS and school stakeholders7.

Interacts with SDS and school internal and external stakeholders





2. School M&E Coordinator

Function:

1. Monitors and evaluates regularly the implementation of school improvement plan

2. Responsibilities:

3. Conducts monitoring process during plan implementation

4. Analyses and interprets M&E data

5.

Evaluates results of SIP implementation which will be made as basis for planning interventions andother plan adjustments

6. Prepares regular M&E reports and submit to SH

7. Provides M&E data analysis and interpretation to SH and Project teams

8. Interacts with SH and other members of the SQMT

3. SPT Representative (Parent/LGU Rep)

Function:Monitors the implementation of SIP

Responsibility

Updates M & E plan during SIP revisit

4.Department Chairs (2)

Function:

Manages M&E of learning outcomes

Responsibility:

1. Tracks/Monitors school and learner performance2. Recommends to the SH actions to improve learner achievement3. Submits quarterly consolidated learners performance report to School Head and School M&E

Team4. Interacts with School M&E Coordinator and teachers and department chairs

5. ICT coordinator /Computer teacher

Function:

Manages School Information System (SIS)

Responsibility:

1. Gathers, records, organizes, stores data, and ensures that school records are complete and up to date 2. Interacts with School M&E coordinator and Department Chairs

B Division Quality Management Team

Criteria for the selection of DQMT:

Involved in the DEDP development and enhancement process Has knowledge of M&E

Has knowledge of SIP development & appraisal

Has knowledge of providing technical assistance to schools

Can implement & monitor national & regional standards & guidelines in the division and schools

Has working knowledge of ICT

Functions of DQMT

Manage the QAA-M & E system in the division.

Ensure that inputs, processes, outputs and outcomes of schools are at par with the qualitystandards set.

Communicate results of monitoring and evaluation to improve program/ projectimplementation of schools

Establish a mechanism for effective feedback.





Composition of DQMT

Chair : SDS

Co-Chair : ASDS

Members (Regular) : Division M and E Team (5)

Chair: Education Supervisor

Members:2 Education Supervisors

Planning Officer

Division Statistician

District M and E Team*

Members:3 PSDSs per sub-division

(On-call) : All Others as needed

(* The number of District M&E Teams will depend on the clustering of districts in the division. EachCluster will have its own-M&E team)

Terms of Reference

Chair: SDS

Function: Manages the division QAA M and E system

Ensures compliance of quality standards for basic education programs)

Responsibilities:

1. Establishes the DQMT following guidelines set2. Manages the operation of the Division QAA M and E system3. Acts on the recommendations from M and E reports4. Submits quarterly Division QAA M & E report to the region5. Submits division annual accomplishment report to the region and division stakeholders

6.

Interacts with Region and Division Stakeholders, ASDS, Division M and E team

Co-chair: ASDS

Function:

Co-manage the division QAA M and E system

Responsibilities:

1. Takes the lead in the preparation of appropriate instruments and tools for M and E2. Reviews findings and recommendations submitted by the Division M and E team3. Communicates the reviewed M and E report to the SDS for appropriate action4. Takes the lead in the preparation of TA Plans based on findings and recommendations of division M&E

reports

5.

Submit reviewed findings and recommendations to the SDS for appropriate action6. Interacts with SDS and D M&E team

Division M&E Team

Function:

Assures the conduct of quality planning and implementation of Technical Assistance to schools andstrengthening of SBM implementation such as:

- SIP Appraisal- Curriculum Implementation- Instructional Supervision conducted by SHs to teachers- Technical Assistance provided by SHs to schools- HRM processes

-

School based training programs- Learning Resource Materials utilization- Resource generation and mobilization





- School and community partnership- Fund utilization

Responsibilities:

1. Develops the M and E instruments and tools for use by the division and sub-M&E teams2. Generates quantitative information from the SIS for preparing M&E reports3. Consolidates and analyzes the M and E reports submitted by the Division Sub M and E team

(quantitative and qualitative)4.

Conducts process check to validate information received from the division sub team5. Coordinates development of TA plans together with other resource persons based on M&E reports from

the division sub-M&E teams6. Drafts recommendations based on M&E reports7. Communicates findings and recommendations to ASDS8. Interacts with ASDS and the Sub-division M&E teams

District M&E Teams

Function:

Ensures quality implementation of TA to schools and strengthening of SBM at the district level

Responsibilities:

1.

Monitor QMT of schools2. Conduct process check on the implementation of the following in the schools included in their sub-

division:a. SIP appraisalb. Curriculum Implementationc. Instructional Supervision conducted by SHs to teachersd. Technical Assistance provided by SHs to schoolse. HRM processesf. School based training programsg. Learning Resource Materials utilizationh. Resource generation and mobilizationi. School and community partnership

j.

Fund utilizationk. Assessment of SBM level of Practice

3. Gather and consolidate monthly and quarterly M and E reports from SQMT4. Prepare quarterly M and E reports based on the consolidated SQMT reports and the reports from the

process check conducted by the Div Sub M and E team5. Provide the schools copy of the report6. Facilitate the AIP Review and Adjustment in Schools7. Submit division district level M and E report to the Division M and E Team8. Interacts with Division M&E Team and SHs of the sub-division concerned

C Regional Quality Management Team

Criteria for the selection of RQMT :1. Well informed and updated knowledge on the basic educational policies and standards 2. Involved in DEDP review & REDP development 3. Has knowledge of M&E4. Familiar with national and regional standards and guidelines 5. Capability in coordinating technical assistance to divisions 6. Familiar with the regulatory and accreditation policies and processes 7. Has working knowledge of ICT

Functions of RQMT

Manage quality assurance and accountability in the region to ensure compliance to standards of

quality basic education

Formulation and review of education standards in the region.





Evaluation of regional performance to inform technical assistance to divisions.

Communicating status and progress of region to CO for policy adjustment and to stakeholders for resourcemobilization.

Composition of RQMT

Chair : ARDCo-Chair : QAA Division Chief

Members : QAA Specialist (4)

Regional UIS Coordinator

(On-call) : All Others as needed

Terms of Reference

Chair: ARD

Function:

Manages the regional QAA System following the set goals and directions of the region

Responsibilities:

1. Coordinates the development of strategic QAA-M&E Plan of the various units based onQAA priorities of the region

2. Leads in the installation of units for the continuous operations of the QAA system toensure compliance to standards and processes in the region

3. Reviews and finalizes recommendations from QAAS unit for the improvement of regionalprojects and programs for submission to RD.

4. Interacts with RD, Regional QAAS unit, and SDS

Co-chair: Regional QAA Division Chief

Function:

Manages the functions, operations and performance of Quality Management teams todetermine the efficiency & effectiveness of delivery and for accountability.

Responsibilities:

1. Monitors the operation of QAA-M&E in the regional office and divisions to assure thequality of processes to be employed.

2. Provides efficient technical support to organized QAA-M&E team of regional units anddivision for improved performance of their roles and responsibilities

3. Provides feedback on the monitoring and evaluation results to concerned entities torecommend appropriate interventions.

4. Submits recommendations from M&E reports to ARD5. Interacts with REXECOM

Regional QAA Specialists

Function:

Ensure the implementation of national and regional standards in all processes, outputsand outcomes of the region and divisions

Responsibilities:

1. Provide technical assistance to divisions on the implementation of national & regionalstandards for the improvement of division performance

2. Review QAA M & E Tools to ensure validity and reliability.3. Validate and integrate findings of all M & E Results in the region4. Ensure that the operation/ establishment of public/private schools is based on standards

set.5. Conduct accreditation of public, vocational/technical, private schools and CLC ,e.g.

Project Sterling, PAASCU, APES.





6. Implement Reward, Recognition and Incentive System7. Submits regional M&E reports to Division QAAS chief

Regional UIS Coordinator

Function:

Manages and maintains the Regional Unified Information System

Responsibilities:

1. Uploads monitoring and evaluation data to the Unified Information System for the use ofplanning, policy, and research and other functional units in the region.

SUMMARY OF QMT FUNCTIONS ACROSS LEVEL

Central Region Division School

To formulate

national educationpolicies andstandards

To manage the

QAAS in the entireregion

To ensurecompliance with thestandards in theplanning,implementation andmonitoring andevaluation ofeducation plans

To monitor andevaluate progress of

regional initiativesand performance

To communicateM&E results toinform policy andtechnical assistance

To manage the QAA-M

& E system in thedivision.

To ensure that inputs,processes, outputs andoutcomes are at parwith the qualitystandards set for thedivision

To prepare appropriateinstruments and toolsfor monitoring andevaluation of school

and districtperformance

To communicate M&Eresults to improveproject implementationin the division andtechnical assistance toschools

To establish amechanism for effectivefeedback to schools.

To manage QAA-

M&E in the school To ensure that inputs,

processes, outputsand outcomes of theschool are at par withquality standards andtargets set for theschool

To communicate M&Eresults to improve theimplementation of SIPand SBM practice

To process and reviewdata gathered to makeinferences to enableschool managementto arrive at sounddecision-making





ANNEX C

SYSTEM IMPLEMENTATION TOOLS

SIP IMPLEMENTATION TOOLS

1 Elements of SIP Implementation M&E Framework

2 SIP Implementation M&E Framework Matrix Template

PROGRESS M&E TOOLS

3 SIP Physical Output Tracking Form

4 SIP Cumulative Physical Accomplishment Form

5 SIP Three-year Report on Physical Output and Financial Status of Projects & Programs

6 ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

Part A: Issues/Problems and Concerns Log

Part B : Log Sheet On Resolution Of Issues

7 Log Sheet On Sustainability Measures

8 Log Sheet On Lessons Learned

RESULTS M&E TOOLS

9 SIP Terminal Review Framework

10 SIP Terminal Review Report

11 Results Monitoring Tool – for Schools

12 Results Monitoring Tool - for Divisions

REPORT TEMPLATES for QMT

1 M&E Report Template of SQMT

2 M&E Report Template of SDQMT

3 M&E Report Template of DQMT





C.1

Elements of SIP Implementation M&E Framework

The table below shows the elements of the SIP Implementation M&E Framework and the instructions for filling eachcolumn of the template. This framework guides both the progress (output) monitoring and outcomes (results)evaluation.

Column Item Instructions1 SIP Outputs List the outputs of SIP/AIP2 Indicator/s

Identify for each output, the information that will tell the achievement ofproject objective. This is a qualified/quantified parameter which details theextent to which an objective has been achieved

3 Data Source Identify the source where the measure of the attainment of objectives can beobtained (ex. BEIS, Teacher observation /performance report, SARDOMonitoring Form, OSY Tracking system, child health and nutrition chart, etc.)

4 Method ofCollection

Indicate the strategy that will be employed to collect the data (ex., Documentreview, interview, direct observation, survey questionnaire, FGD, etc.)

5 Timing of Collection Identify as to when the data collection will happen6 Data Gatherer Indicate the unit/person responsible for data collection

7 Report Schedule

Identify the when the result/s will be reported

C.2

SIP IMPLEMENTATION M&E FRAMEWORK MATRIX

(The M&E framework of the school for its SIP implementation should be cooperatively done by the membersof the School Quality Management Team headed by the School Head with representatives from the SchoolPlanning Team.)

PROJECTOBJECTIVES/

OUTPUTS (O#)

INDICATOR/SDATA

SOURCE

DATA COLLECTIONDATA

GATHERERREPORT

SCHEDULEMETHOD TIMING

R E S U L T S M & E

Purpose levelobjective:

ComponentObjectives:

Component 1:

Component 2:

Component 3:

Component 4:

P R O G R E S S

Outputs





C.3

SIP/AIP Accomplishment Tracking Form

School: ______________________________________ District: ______________________

Month: ______________________________________ School Year: _______________________________

PROJECT/OUTPUT Physical Output Financial Target

Target Actual % Budget Expenditure %

Note: Write only those outputs with physical and financial targets.

Legend: % - Percentage of Accomplishment (TARGET/ACTUAL x 100)

C.4

SIP CUMMULATIVE PHYSICAL ACCOMPLISHMENTS FORM

_____Quarter _____School Year

PriorityArea

OutputIndicators

Accomplishment for the QuarterCumulative As of

QuarterAccomplishment to date

Plan Actual%

AccompPlan

(Total) Actual

% Accomp

% Plan%

ActualSlippa

ge% Plan

% Actual

Slippage

C.5

SIP Three-year Report on Physical Output and Financial Status of Projects & Programs

Program/ProjectOutputs

PHYSICAL OUTPUT FINANCIAL

Year 1 Year 2 Year 3 Year 1 Year 2 Year 3

Target Actual%

AcmpTarget Actual

% Acmp

Target Actual%

AcmpBudg

et Actua

l

%

Exp

Budget

Actual%

Exp

Budget

Actual%

Exp





C.6

ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

CHALLENGES/ISSUESENCOUNTERED:

Actions taken to RESOLVE theIssue: AccountableUnit/Person

LESSONSLEARNED:

SUSTAINABILIT Y MEASURES

TAKEN:

C. 7

School :____________________________________

Implementation Period Covered: ______________

Division: ___________________________________ Region: ____________

Part A: Issues/Problems and Concerns Log

Instructions: List the issues/problems/concerns you have encountered during the period (Annual, Quarter orMonthly) that have caused the non-achievement or delay of the deliverables/targeted outputs. You may writethe issue/problem related to any of the categories below.

A.

Strategies or techniques used to implement program or project1.2.

B. Working relationships between and among the implementation teams1.2.

C. Generation and utilization of funds / resources1.2.

D. Stakeholders‟ participation1.2.

E.

Other factors outside of school environment1.2.

Report Period:





C. 8

Part B - LOG SHEET ON RESOLUTION OF ISSUES

Instructions for the SQMT:

Take and analyse each of the issues listed in Part A as to whether they have beenresolved/addressed by the school.

Write in Column 1 these resolved issues and in Column 2, the solution applied. In Column 3, list the issues which are beyond the school‟s control and which will need

the assistance of the district/division for its resolution. In Column 4, provide any information or detail you would want to add.

1Issues Resolved

By the school

2Solutionapplied

3Issues Needing

Assistance

4Remarks

C.9

LOG SHEET ON SUSTAINABILITY MEASURES

Instructions:

Study the list of sustainability measures given in Column 1 which have been applied in the implementation ofthe projects/programs in the school.

Choose from those given what the school has applied during the period to sustain the schoolprojects/programs.

Indicate in Column 2 the specific action the school has done in applying any of the sustainability measures.

In Column 4, indicate the result of applying such a strategy.

1

Sustainability Measures

2

Action taken toapply strategy

3

Result ofstrategy

1. Fit w/in partner govt policies

Objectives and activities which “fit” with Partner Government policies havemuch better prospect for sustainability as they are more likely to have high-level political and institutional support both during implementation andbeyond.

2. Participation

The critical factor in promoting sustainability is the role of the stakeholders;i.e. those directly concerned with the program or project. Sustainabilitycannot be achieved without their involvement and support.

Ideas are demand-led. Stakeholders, both men and women should actively participate and have

the opportunity to influence the direction and detail of implementation. Time and resources are available for participatory analysis.

3. Management & Organization

Integrate with and build on local management structures. Work with counterparts who are existing in school Teamwork approaches are emphasized.

Permit some flexibility in implementation as lessons are learned





4. Integrate & Build on Govt

Operations & Processes

Activities should integrate with and build on existing governmentoperations, processes systems and performance monitoring whereverpossible.

Use available information sources wherever possible. This not only builds

on existing processes so that capacity building has a better chance ofbeing sustained post-project but also minimizes workload and demand onstakeholders in providing information

5. Counterpart Contribution

Counterpart contributions, either in cash or in kind (like counterpart staffand office space) are a sign of commitment and demonstrate in a tangibleway, that partners place value on the expected benefits.

6. Training

The provision of appropriate training for identified target groups is a keystrategy for achieving sustainable benefits.

Effective training should not only “educate” but also motivate.

Trainees must be selected on merit and include both men and women. Trainees must be given the opportunity to apply newly acquired skills on

completion of training.

7. Information dissemination

& Networking

Generating an understanding of SIP and support for the project‟sobjectives among a wide group of stakeholders should be a component ofany sustainability strategy. It can include the use of many types of differentmedia and group events.

8. Technology

To promote sustainability the technology to be transferred must be selected

on the basis of its appropriateness in terms of technical and financialcriteria, plus social, gender and cultural acceptability. Training to supportthe introduction of any new technology should be relevant and appropriate.

9. Social, Gender & Culture

Development interventions can fail to deliver sustainable benefits if social,gender and cultural issues are not taken into account. A greaterparticipation by girls in identification, design and decision-making is a keypart of any sustainable strategy

10. Anti-Fraud & Corrupt Strategy

11.Other Sustainability measure identified ___________________________________________





C.10

LOG SHEET ON LESSONS LEARNED

Instructions:

Write in Column 1 those experiences/factors which have been productive, useful or influencing thesuccessful implementation of the project.

In Column 2, indicate those which have caused delay or unsuccessful delivery of the planned target. In Column 3, write the Lessons Learned derived from both facilitating and hindering factors. Lessons

learned from facilitating factors are stated as “values/ good practices/ principles.” Lessons learned fromhindering factors are stated as “what could have been”.

RESULTS M&E TOOLS

D.1

SIP TERMINAL REVIEW FRAMEWORK

Objective Evaluative Processes to Generate InformationNeeded

Source of Information

SCHOOL LEVEL

1. To evaluate the outcomes of a 3-year SIP implementation.

Analysis of the Level of global accomplishment ofSIP targets

-

Indicators of Learners‟ outcomes - School outcomes

To what extent are the SIP outputs

- SIP 3-year Accomplishment Report

- SIP M & E Report- School Annual Report

2. To relate school governance to SIPimplementation.

Analysis of historical results of SBM Assessment(Overall & by Dimension)

SBM Assessment Database

3. To provide inputs for the succeedingSIP (areas for improvement &priorities for next SIP.

Analysis of balance of physical targets/outputs- Listing of delivered/ undelivered outputs

M & E Report

4. To identify lessons learned,promising/ best practices.

Consolidation of Lessons learned from- Facilitating & Hindering factors- Sustainability measures

Progress M & E ReportsSchool Annual Reports

5. To generate recommendations from

higher management for continuousschool improvement.

Consolidation of recommendations for technical

assistance

M & E Reports

School Annual Reports

1Facilitating Factors

2Hindering Factors

3Lessons Learned

DIVISION LEVEL

1. To evaluate school

performance based on SIPaccomplishments

Level of global(3 yrs.) accomplishment of SIPtargets

Financial

Physical

Performance Indicators

SIP 3 year AccomplishmentReport

SIP M & E Template

BEIS

2. To determine appropriateinformation for DEDP adjustmentand directions for the succeeding

Analysis of the SIP Terminal report of schools toidentify information for DEDP adjustment

SIP M & E Report

Report on SBM Assessment

NCBTS/ TNASH Report





D.2

SIP End-of-Cycle Report

Introduction

A. SIP Accomplishments

a. Level of accomplishment of SIP targetsb. Trend Analysis of School Performance Indicators

c. Trend Analysis of Learners‟ Achievement Performance

B. SBM Implementation

a. Current level of SBM practice

b. SBM indicators needing technical assistance

C. Input for Next SIP

a. List of delivered and undelivered outputs and reasons for backlogs

b. Lists of outputs to be carried to the next SIP

D. Lessons learned

a. Summary of Facilitating Factors

b. Summary of Hindering Factors

c. Summary of Sustainability Strategies Applied

E. Recommendations for Continuous Improvement of the School

SIP preparation SPPD M & E Report

INSET Report/ Annual Report

3. To determine areas for technicalassistance to schools

Analysis of the list of problems/ hindering factorsencountered by schools in SIP implementation;List of identified best practices and School‟sPerformance Assessment

DEDP Accomplishment Report

SIP 3 year AccomplishmentReport

SIP M & E Report Achievement Results (NAT)

4. To obtain aggregated informationin aid of local policy formulation

Analysis of List of Recommendations andSustainability Measures/ Lessons Learned/Hindering Factors

Adjusted SIP/ AIP

SDQMT ReportProgress M & E Report

REGIONAL LEVEL

1. To check on the process of thedivision in appraising terminalreports of schools

Process check of Divisions‟ utilization of SIPterminal reports

Process Audit checklist

2. To obtain aggregated informationfor policy review/

formulation/localization/ standardsetting

Consolidation of:

Facilitating Factors Hindering Factors

Sustainability Measures

Recommendations

DQMT reports





D.3

RESULTS MONITORING TOOL – SCHOOL LEVEL

This tool is designed to assess a complete cycle of SIP implementation in a school in terms of its outcomes. It

will be used by the Division Quality Management Team (DQMT) during their conduct of outcome evaluation of schools.

The result of this evaluation represents the collective performance of the school in the implementation of schoolprocesses as manifested in the implementation of school improvement plan. The items have been derived from the

indicators of the education outcomes of DepED.

The purpose for having this tool is to:

i. identify the level of accomplishment of a school in relation to desired education outcomes;ii. Identify areas for improvement and for making recommendations for another cycle of plan development;

andiii. determine technical assistance needed for schools to improve continuously.

The assessment results can be converted into quick quantitative ratings by getting sub-total and over-all percentage

scores based on number of items for each part or for overall number of items. These numerical indices more or lessprovide the divisions ideas on where the schools stand along the indicators.

Percentage scores could be interpreted using the following descriptive ratings that suggest how a school

has performed after a full cycle of SIP implementation.

95-100 % - Scaling Up85- 95 % - Progressing65 – 84 % - Moving towards Progressing35- 64 % - Meeting Standards34 % and below - Starting

Results Monitoring Instrument(This instrument is an evaluation tool which can be used by the Division in evaluating the results or outcomes of the school

improvement plan after one cycle of implementation. There are two parts of the tool: Learner Level Outcomes that determinesoverall results at the school level for the success indicators on Access, Retention, Completion and Achievement and School LevelOutcomes that evaluates school performance in terms of school-based management, school head‟s performance, teachersperformance, and learning environment.

Directions:

Put a check mark ( /) to indicate the appropriate response to the M&E question (Column 2) in the Response Column (3). TheDivision QMT marks the “YES” box if there are available Means of Verification (MoVs) basically supporting a positive response.

The last two columns will be marked to determine the extent of increase according to the planning standard or performancecriteria set for items marked “YES in column 3.

Evaluation Area

(1)

M&E Questions

(2)

Response

(3)

If response in Column 3 is YES, check the extent ofincrease in this column.

Within thePlanningStandard

(4a)

ExceedsPlanningStandard

(4b)

I. Learner Level Outcome

1. Access (a) Is there an increase in the gross and netenrolment rate of the school after three

years of SIP implementation?

YES NO





(b) Is there an increase in number of schoolage learners in school after three years?

YES NO

c) Is there an increase in number of 3-5years old children availing pre-schooland early childhood care development

programs?

YES NO

(d) Are all learners who entered theelementary schooling system ready?

YES NO

(e)Is there an increase in apparent intakerate in grade 1 level? YES NO

(f) Is there an increase in number of childrenwith special needs and IPs participatingin the public school system?

YES NO

2. Retention (a) Is the incidence of repetition in first three

grades reduced?

YES NO

(b) Is there an increase in the number ofschool leavers retrieved by the school

YES NO

(c) Is the planning standard for dropout rateattained?

YES NO

(d) Is the planning standard for retentionrate attained?

YES NO

3. Completion )

Is the school able to produce elementarygraduates who are ready for secondaryschooling?

YES NO

) Is there a significant improvement in thetransition rate from elementary to highschool?

YES NO

) Is the planning standard for completionrate attained?

YES NO

4. Achievement(a) Is there an increase in number of Grade

3 pupils demonstrating the basic

competencies in reading and numeracy?(Elem)

YES NO

(b) Is there an increase in number of Grade6 pupils demonstrating the desiredcompetencies as evidenced by thenational achievement assessmentresults?

(Elem)

YES NO

(c) Is the school able to improve theachievement of 2nd year high schoollearners in math, science, English?

(Sec)

YES NO





(d) Is there an increase in number of 4thyear high school learners/ ALSsecondary learners passing thefunctional literacy test?

(Sec)

YES NO

School Level Outcomes:

1. Improved schoolperformance inschool

basedmanagement

(a)

Is there an increase in satisfaction ofschool stakeholders in the quality of

instructions in the school?

YES NO

(b) Is there an increase in the participationand contribution of stakeholders in theimplementation of school-basedmanagement?

YES NO

(c) Is the school able to attain/accomplishSIP targets?

YES NO

(c) Is the school able to improve the level of

SBM Practice ?

YES NO

2. Improvedteachersperformance in

managing theteaching andlearning

process

(a) Are competencies on General Contentand Subject specific skills properlydemonstrated by the teachers?

YES NO

(b) Are desired competencies based on theNCBTS met by teachers?

YES NO

3. Improved schoolheads

performance inschool basedmanagement and

instructionalsupervision

(a) Are competencies on school basedmanagement properly demonstrated by

the School head?

YES NO

(b) Are competencies on instructionalsupervision properly demonstrated bythe School head?

YES NO

4. Improvedlearningenvironment

(a) Is the teacher to learners' ratio of 1:45attained by the school?

YES NO

(b) Is an adequate learner to textbook ratioattained by the school?

YES NO

(c) Is teacher to teacher manual ratio of 1:1attained by the school? YES NO

(d) Do teachers and learners have access toschool equipment, science laboratoriesand other facilities?

YES NO

(e) Is the school able to comply withStandards of a Child Friendly School? YES NO

Use the SCORING TEMPLATE to summarize the results.





Scoring Summary Template:

M&E Area

(1)

No. of Items

(2)

Category of YES Responses

(3)

Number of “YES” Responses withAccomplishment Within thePlanning Standard/Criteria

(3a)

Number of “YES”Responseswith Accomplishment that

Exceeds Planning

Standard/Criteria

(3b)

Part I: Learner Level

1. Access 6

2. Retention 4

3. Completion 3

4. Achievement 2

Number of items for Part I 15

Sub-total:

% Score:

Sub-total:

% Score:

Part II: School Level Outcomes

1. Improved school performance inschool based management

4

3. Improved teachers performance in

managing the teaching and learning

process2

3. Improved school heads performancein school based management andinstructional supervision

2

4. Improved learning Environment 5

Number of items for Part II 13

Sub-total:

% Score:

Sub-total:

% Score:

TOTAL Number of items 28

Overall Score:

% Score:

Descriptive Rating : _________________

Overall Score:

% Score:

Descriptive Rating : _________________





D.4

RESULTS MONITORING TOOL – DIVISION LEVEL

This tool is designed to assess a complete cycle of DEDP implementation of a division in terms of itscontribution to BESMEF outcomes. It will be used by the Region Quality Management Team (RQMT) during theirconduct of outcome evaluation of divisions. The items have been derived from the indicators of the education outcomes

of DepED.The purpose for having this tool is to:

iv. identify the level of accomplishment of a division in relation to desired education outcomes;v. Identify areas for improvement and for making recommendations for another cycle of plan development;

andvi. determine technical assistance needed for continuous improvement of divisions/districts.

The assessment results can be converted into quick quantitative ratings by getting sub-total and over-all percentagescores based on number of items for each part or for overall number of items. These numerical indices more or lessprovide the region ideas on where the divisions stand along the indicators.

Percentage scores could be interpreted using the following descriptive ratings that suggest how a division has

performed after a full cycle of DEDP implementation.

95-100 % - Scaling Up85- 95 % - Progressing65 – 84 % - Moving towards Progressing35- 64 % - Meeting Standards34 % and below - Starting

Results Monitoring Instrument –Division Level

(This instrument is an evaluation tool which can be used by the Region in evaluating the results or outcomes of thedivision development plan after one cycle of implementation. There are two parts of the tool: Aggregated LearnerLevel Outcomes that determines overall results at the division level for the success indicators on Access, Retention,

Completion and Achievement and Division/District Level Outcomes that evaluates division performance in terms ofimproved competencies of the DO staff in providing technical assistance to schools and its management of managerialand technical service systems.

Directions:

Put a check mark ( /) to indicate the appropriate response to the M&E question (Column 2) under the Response Column(3). The Regional QMT marks the “YES” box if there are Means of Verification (MoVs) basically supporting a positiveresponse. The last two columns will be marked to determine the extent of increase according to the planning standardor performance criteria set for items marked “YES in column 3.

Evaluation

Area(1)

M&E Questions

(2)

Response

(3)

If response in Column3 is YES, check theextent of increase in

this column.

Within thePlanningStandard

(4a)

ExceedsPlanningStandard

(4b)

II. Division Learner Level Outcomes

1. Access (a) Is there an increase in gross enrolment rate inthe division?

YES NO

(b) Is there an improvement in the net enrollment

rate in the division?YES NO

(c) Is there reduced disparity in the participationrate between highly urbanized and ruraldistricts?

YES NO





c) Is there an increase in number of 3-5 year-old children availing pre-school and earlychildhood care development programs?

YES NO

(d) Are all learners who entered the elementaryschooling system ready?

YES NO

(e)Is there an increase in apparent intake rate ingrade 1 level? YES NO

(f) Is there an increase in number of children withspecial needs and IPs participating in the publicschool system?

YES NO

2. Retention (a) Is the incidence of repetition in first three gradesreduced? YES NO

(b) Is there an increase in the number of schoolleavers retrieved by the school

YES NO

(c) Is the planning standard for dropout rateattained?

YES NO

(d) Is the planning standard for retention rateattained?

YES NO

3.Completion

(d) Is the division able to produce elementarygraduates who are ready for secondaryschooling?

YES NO

(e) Is there a significant improvement in thetransition rate from elementary to high school

in the division?

YES NO

(c) Is the planning standard for completion rateattained?

YES NO

4.Achievement

(a) Is there an increase in number of Grade 3pupils demonstrating the basic competencies inreading and numeracy?

YES NO

(e) Is there an increase in number of Grade 6pupils demonstrating the desired competenciesas evidenced by the national achievementassessment results?

YES NO

(f) Is the school able to improve the achievement

of 2nd year high school learners in math,science, English?

YES NO

(d) Is there an increase in number of 4th year highschool learners/ ALS secondary learnerspassing the functional literacy test?

YES NO

5. Universalcoverage ofOut of SchoolYouth and

adults in theprovision of

basic learningneeds

(a)Is there an increase in number of Out-of-SchoolYouths and adults participating (enrolled) in thebasic literacy program, accreditation andequivalency program and ALS programs?

YES NO

(d) Is there an increase in number of IPsand Muslims participating in the basic literacy

program, accreditation and equivalencyprogram and ALS programs?

YES NO





Division/District Level Outcomes:

1. Improvedcompetenciesof DepEDDivision andDistrict staff in

providingtechnical andmanagementsupport toschools,communitylearningcenters,school heads,teachers andfacilitators

Do the Division and District staffdemonstrate competencies on

(a)educational planning,

YES NO

(b)curriculum management, YES NO

(e) instructional consultancy, YES NO

(f) training and development YES NO

e) monitoring and evaluation YES NO

3. Management

and technicalassistancesystems are inplace andoperational

(a) Is there a continuous

improvement in themanagement and technicalassistance processes of theDivision?

YES NO

Use the SCORING TEMPLATE to summarize the results.

Scoring Summary Template:

Direction: Kindly indicate the number of “YES” responses on column 3 with Accomplishment Within

the Planning Standards/Criteria and get the sub-total and the percentage of the score. Dothe same process with the number of “Yes” responses on column 4 with Accomplishmentthat exceeds the Planning Standards/Criteria.

M&E Area

(1)

No. ofItems

(2)

Category of YES Responses

(3)

Number of “YES” Responseswith Accomplishment Within the

Planning Standard/Criteria

(3a)

Number of “YES” Responseswith Accomplishment that

Exceeds PlanningStandard/Criteria

(3b)

Part I: Division/District Learner Level Outcomes

1. Access 6

2. Retention 4

3. Completion 3

4. Achievement 5

5. Universal coverage of Out of SchoolYouth and adults

2

Number of items for Part I 20

Sub-total:

% Score:

Sub-total:

% Score:





Part II: Division/ District LevelOutcomes

1. Improved competencies of DepEDDivision and District staff in providingtechnical and management support toschools, community learning centers,

school heads, teachers and facilitators

5

2. Is there a continuous improvement inthe management and technicalassistance processes of the Division?

1

Number of items for Part II 6

Sub-total:

% Score:

Sub-total:

% Score:

TOTAL Number of items 26

Overall Score:

% Score:

DescriptiveRating : _____________

Overall Score:

% Score:

DescriptiveRating : _____________

REPORT TEMPLATES

E.1

SCHOOL QMT M&E Report Template

Introduction(Monthly) A. On SIP/AIP Implementation

1. Physical Outputs2. Financial Report3. Balance and gaps

B. Other school projects (if applicable)

1. Training & Development2. Learning Resources3. Others ( SOBE, etc)

C. Qualitative Informationa. Issues and Concernsb. Sustainability Measures Appliedc. Lessons Learnedd. Recommendations

(Quarterly )

A. Cumulative SIP Accomplishments for the QuarterB. Learners Performance Indicators

1. Enrolment2. Drop-out during the quarter3. Failures during the quarter

(Annual)

1. Performance indicators2. SBM Level of Practice




E.3

DIVISION QMT M&E Report Template

Introduction

Part I: (Quarterly)

A. On SIP Implementation

Consolidation of SIP/AIP implementation of districts in the division

B. Status of Accomplishments on Special Projects in the Division

1. Training & Development2. Learning Resources3. Others

C. Qualitative Information1.

Issues & Concerns of Districts2. Consolidation of Sustainability Measures Applied by the Districts3. Consolidation of Lessons Learned in the Division

Part II: (Annual) A. SBM Level of Practice Profile in the Division ( End of Year)

B. Consolidation of Learners Outcome Indicators

C. Consolidation of Summary of School Outcome Indicators

E.2

SUB-DIVISION QMT M&E Report Template

Introduction

Part I: (Quarterly)

A. On SIP Implementation-Consolidation of Level of Accomplishment of Schools in the District/ Zonal Area bypriority area

1.

Physical Outputs2. Financial Status

B. Status of Accomplishments on Special Projects of Schools in the area (if not included in SIP)

1. Training & Development2. Learning Resources3. Others

C. Qualitative Information

1. Consolidation of Issues & Concerns of Schools and their Resolutions2. Consolidation of Sustainability Measures Applied by Schools3. Consolidation of Lessons Learned by Schools

Part II:

Consolidated Learners Performance for the Quarter

Part III:

A. Recommended areas needing attention and possible solutions applied by the district.

B. Recommended areas needing technical assistance from the division.

FINAL QAA Pilot Implementation Report V1

Documents

Transcript of FINAL QAA Pilot Implementation Report V1