Presentation of the University of British Columbia (UBC) Education Group on June 7, 2007 at the Bicol Science and Technology Centrum, Naga City, in conjunction with their Naga Planning Studio Course.

1. Promoting Quality Universal
Public Education Through
Democratic and Strategic
Planning in Naga City

2. “I have given proofs as one who most
wants liberties for our country and I
continue wanting them. But I put as a
premise the education of the people so
that through education and work, they
might have a personality of their own and
make themselves worthy of liberties. In my
writings I have recommended study and
civic virtues, without which redemption is
impossible. --JOSE RIZAL(Manifiesto, 15
December 1896)

3. Objectives

4. Objectives
To further contribute to the promotion of
quality universal public education in
Naga City
To build upon Naga’s assets and
initiatives in democratizing educational
planning and management in the public
schools

5. Context

6. The Philippine education
context:
• Out of 1000 Grade Six elementary graduate
students, only 6 are prepared to enter high
school
• The Philippines is No. 41 in Science and No.
42 in Mathematics among 45 countries
• 1 in every 8 schools has a teacher-to-pupil
ratio of 1:50 and above
• 1 in every 3 students does not have a single
textbook

7. Situation in Naga before 2002
• Local School Board functioned merely
as a local budgeting body, with
minimal participation of stakeholders
• Dedicating the Special Education
Fund mainly in physical facilities
• Average academic achievement level
of students of 42%

8. Reasons for the decline in
access and quality:
Not enough investment of public
resources
1) Inefficient allocation of
resources
2) Over centralized decision
making fails to capture local
knowledge and needs

9. Strategies implemented by the
City
Lesson plans Brigada eskwela
Adopt a School
Workbooks
Incentive to teaching
performance
Sanggawadan
Teacher training
Locally funded teachers
INSPIRE
CLICK strategy QUEEN
Empowerment Fund Nutri-Dunong Surog Adal
Project “Alliance for
Learning”
Construction and repair of school
buildings
Alternative learning System

13. SCORES
0
10
20
30
40
50
60
70
80
90
100
calauag
carolina
concepcion gde
d. absede
d. m. abella
del rosario
granview
j. rizal
j. b. meliton
mabolo
macmariano
morada-ramos
NCS I
NCS II
NAGA CITY
pacol
panicuason
r. v. maramba
sabang
san isidro
santa cruz
tabuco
tinago
SCHOOL
triangulo
DIVISION ACHIEVEMENT TEST RESULTS
villa corazon
villa grande
2004 - 05
2003 - 04
2005 - 06

14. National Achievement Test 2005
ELEMENTARY (Grade VI)
Division English Science Math Total Rank
Iriga City 71.33% 64.56% 69.41% 68.43% 1
Naga City 62.15% 57.12% 61.01% 60.10% 2
Catanduanes 61.35% 56.97% 61.44% 59.92% 3
Camarines Norte 60.78% 55.75% 61.49% 59.34% 4
Sorsogon 58.19% 53.65% 55.30% 55.71% 5
Masbate 54.86% 50.08% 56.56% 53.83% 6
Tabaco City 56.34% 49.58% 50.62% 52.18% 7
Camarines Sur 51.80% 48.01% 51.43% 50.41% 8
Sorsogon City 52.18% 47.90% 50.01% 50.03% 9
Albay 51.71% 46.67% 49.66% 49.35% 10
Masbate City 52.39% 46.38% 47.77% 48.85% 11
Legaspi City 50.13% 45.68% 45.94% 47.25% 12
Ligao City 45.10% 40.83% 40.81% 42.25% 13
SECONDARY (4th Year)
Division English Science Math Total Rank
Naga City 60.61% 44.28% 58.79% 1
54.56%
Catanduanes 55.63% 42.87% 59.70% 2
52.73%
Sorsogon City 54.00% 48.31% 53.85% 3
52.05%
Masbate 47.26% 34.85% 45.51% 4
42.54%
Tabaco City 49.53% 32.06% 45.26% 5
42.28%
Masbate City 47.82% 34.04% 43.81% 6
41.89%
Sorsogon 45.12% 35.68% 44.80% 7
41.87%
Camarines Norte 46.79% 33.63% 44.07% 8
41.50%
Legaspi City 47.59% 34.20% 37.92% 9
39.90%
Albay 44.69% 33.24% 41.50% 10
39.81%
Iriga City 46.20% 31.17% 40.93% 11
39.43%
Camarines Sur 42.82% 31.98% 40.11% 12
38.30%
Ligao City 43.45% 29.61% 38.43% 13
37.16%

15. Findings

16. Findings: LSB
OPPORTUNITIES CONSTRAINTS
Use as leverage for community Use of SEF budget only for
involvement in education issues operation and infrastructure
LSB as a space for towards the Competing stakeholder
improvement of the quality of interests fail to represent
education as a collective collective concerns
Participation of different Need of detailed, updated and
stakeholders in strategic comprehensive data base
planning and implementation
Provisions for EF Monitoring Weak monitoring, evaluation
Committee and feedback mechanisms
Nonfunctional Monitoring
Committee

17. Findings: School Management
OPPORTUNITIES CONSTRAINTS
Institutionalize channels for input Lack of input from teachers,
(Annual Procurement Plan, students in allocation of funds
teacher training, hiring)
Inclusion of parent, teachers as Unclear rules and functions of
means of capacity building and the School Governance Board
accountability
Low budget for teacher training
Training at a local level.
Inclusion of teachers, principals,
parents to increase
participation, quality and
regularity.
Zoning, disseminate information Oversized classrooms
on quality of smaller schools

18. D I S I N O F C I S C H O O LS C I O F N A G A
VI O TY TY
TEA C H ER S A N D EN R O LLM EN T
SY 2006 -2007
N O .O F A VER A G E C LA S S
ELEM EN TA R Y S C H O O L TEA C H ER S R A TIO
S TU D EN TS SI ZE
Triangul E.
o S. 11 3 21 1: 9
2 29
B al atas E.S. 1 32 1: 2
3 32
Jose R i E.
zal S. 11 3 78 1: 4
3 34
San I dro E.
si S. 14 4 83 1: 5
3 35
C oncepci G rande E.
on S. 35 1 217 1: 5
3 35
Sabang E. S. 40 1 410 1: 5
3 35
Tinago C entralSchool 25 8 82 1: 5
3 35
Pani cuason E. S. 11 3 92 1: 6
3 36
C arol na E.
i S. 20 7 19 1: 6
3 36
M abol E.
o S. 23 8 30 1: 6
3 36
Vi l C orazon E.
la S. 6 2 22 1: 7
3 37
PacolE. S. 17 6 30 1: 7
3 37
D r.D .Abcede E. S. 22 8 38 1: 8
3 38
N aga C entralSchool1 74 2 822 1: 8
3 38
D on M .Abel a E.
l S. 35 1 344 1: 8
3 38
Sta.C ruz E. S. 28 1 096 1: 9
3 39
N aga C entralSchool2 56 2 267 1: 0
4 40
Jul an B .M el ton E.
i i S. 46 1 882 1: 1
4 41
Tabuco C entralS. 39 1 600 1: 1
4 41
C alauag E. S. 28 1 154 1: 1
4 41
R . M aram ba E.
V. S. 19 7 85 1: 1
4 41
D elR osari E.
o S. 8 3 31 1: 1
4 41
M ac M ari ano E. .
S 23 9 66 1: 2
4 42
Vi l G rande E.
la S. 6 2 62 1: 4
4 44
San R af aelE. S. 3 1 37 1: 6
4 46
M orada R am os E. S. 2 1 00 1: 0
5 50
Teodora M oscoso E. S. 2 1 00 1: 0
5 50
G ranvi E.
ew S. 9 5 14 1: 7
5 57
A verage 22 847 1: 9
3 39
TO TA L 614 23, 14
7

19. NO. OF STUDENTS
Tr
ia
0
10
20
30
40
50
60
n g
Ba ulo
C Jo lat
sa
on
ce S e R s
pc an iza
i o Is l
n
G idro
ra
n
Ti
na Sa de
go ba
n
Pa Ce g
nt
ni r a
cu l
a
C son
ar
o
Vi M l ina
l la a
C bol
or o
az
D o
r.
D Pa n
N . Ab co
ag c l
D a C ede
on e
M nt r
. A al
N S be
a ta ll
Ju ga C . C a
lia e ru
nnz
SCHOOL
T a B tr a
bu . M l 2
co eli
C to n
en
CITY OF NAGA 2006 - 2007
R C tr a
.V a l l
AVERAGE CLASS SIZE
. M au
a
D ara g
e m
M l Ro ba
ac s
a
Vi Ma ri o
l la ria
G no
r
M San an
or
Te a R de
od da afa
or R e l
a am
M
os os
G cos
ra o
nv
ie
w

20. Findings: School Management
OPPORTUNITIES CONSTRAINTS
Use of communication Hierarchical interaction
strategies (feedback, between levels of
channels, information authority constrains
flow) participation and
innovation
Inclusion of teachers, Inequitable access and
principals, parents to limited teacher training.
increase participation,
quality and regularity in
teacher training, e.g.
CSBTP

21. Findings: Parents & Students
OPPORTUNITIES CONSTRAINTS
Enhance participation in Lack of experience for
school governance active engagement in
(School Governance school governance and
Board, Evaluation management
Committee, Monitoring
Committee and Multi-
sector Hiring Committee)
Queen Project, Brigada Low participation of
Eskwela for parental parents in school
involvement assingments (low literacy
rates and/or time
constraints)

22. Findings: Parents & Students
OPPORTUNITIES CONSTRAINTS
Representation in LSB, in Lack of student
school management participation in LSB
Sanggawadan, Out of school children
Alternative Learning and youth
System, SPED, Nutri-
Dunong

23. Guiding Principles

24. Guiding Principles of
Decentralized Education
Planning
Decentralization reforms have a
positive influence on the efficiency
and effectiveness of education
service delivery:
(a) enables the service provider (i.e.
the school) to make use of
information about local
preferences, and

25. Guiding Principles…
(b) increases the opportunity for the service
receiver (i.e. the community) to hold the
service provider accountable,
(c) which in turn can improve teaching and
learning.

26. School Based Management
Approach

27. School Based Management
Approach
• a proposal to decentralize and debureaucratize
school control and for shared decision-making in
schools
• embodies an integrative perspective for organizing
change at the school level.
• a practical approach, complete with identifiable
milestones and operational guidelines to help
various actors at the central, division, district and
school levels tackle simultaneous activities on the
ground.

28. SBM APPROACH: STRATEGIC
PLANNING
PARTNERSHIP
funding
ALTERNATIVE LEARNING SBM COMMUNICATION
Adult literacy,
School Based FLOW
Out of school youth coordination
Management
VOLUNTEERISM
mobilization

29. “Increased decision making autonomy for
schools can increase efficiency by taking
advantage of the superior knowledge that
schools have of conditions, needs and
preferences of families and students, and
of their greater accountability to families.”

30. “The continuous process of making
present entrepreneurial decisions
systematically, and with the greatest
knowledge of their futurity; organizing
systematically the efforts needed to carry
out those decisions; and measuring the
results of these decisions against
expectations through organized systematic
feedback.”
Source: Peter Drucker, 1974

31. Deterministic
Strategic Planning:
rational planning:
• organic management
• specialization of
system
tasks,
• respects diversity and
• strict and explicit
local conditions
chain of command
• based on flexibility
• strict formal rules and
and adaptability
procedures,
• relies on participatory
• does not suit the
decision making and
complexity and
horizontal
diversity of people
communication.
and communities

32. Deterministic Interactive Strategic
Standardized Planning Works for:
Planning Works for:
• Space allocation • Instructional
• Physical plant objectives
construction • Curriculum review
• Cost analysis and development
• Enrollment forecast • Teacher performance
review
• Student Assessment
• Quality Improvement
• Equity and Equality

33. SBM in TEEP…
• awakened and mobilized parents,
communities, and local officials to invest
time, energy and resources in the future
of their children; and
• produced leaders at all levels of the
organization and across functions with the
capacity to manage change, providing
them a positive, nurturing and liberating
environment that allowed for mistakes
while innovations bloomed.

34. Three TEEP Divisions Made It To
The Country’s “Top Ten”
75% Mastery Level
17 16
14
18
e.g. Biliran in 16
9 9
14
the top ten 12
6
5
divisions in 10
1
8 5
2004-05: from
3 4 4
3
6
1
1
44% in 2002-03,
4 SY 2004-2005
0
2
it rose to 72% in SY 2002-2003
0
T EEP ELS
T EEP non-ELS
AR M M
A k la n +
C agay an+
Ilo ilo +
Pam panga+
NCR
2004-05

35. SCHOOL BASED
MANAGEMENT: EVIDENCE
FROM KENYA

36. Recommendations:
• Decentralization of teachers
hiring and firing procedures
• Provide funds for school
committees to hire locally an
extra
• Training of school committee
on hiring and local monitoring
of local teacher

37. EDUCATION
DECENTRALIZATION
POLICY
RECOMMENDATIONS:
COMMUNICATION AND
SOCIALIZATION

38. Recommendations
• Formal Communication Budgeting
Process
• Logical and Motivated Sequence
• Lateral Communication
• Information and Sensitization Session
• Train-the-Trainer Workshop

39. Dilemma: Hierarchical interaction between
staff constrains participation and innovation
Risks and Considerations:
• Development of better communication
requires specific mechanisms
• To help ensure successful communication,
guidelines are needed
• Cultural and religious media can be very
effective
• Formal communication processes should be
complemented by informal ones

40. Recommendations

41. Recommendation 1
Adopt a school-based
management approach
through new roles and
functions of the School
Governance Boards,
particularly principals,
teachers and parents.

42. Requirements
a. freedom to develop and adopt teaching and learning
strategies appropriate to their conditions;
b. targeted focus on least learned skills, literacy and
numeracy in the classroom;
c. enhanced teacher effectiveness through training and
regular sharing of pedagogical experiences
d. instructional supervision of school heads made
accountable for the performance of their schools; and
e. strong district and division support.

43. Recommendation 2
Reinvigorate the roles and
functions of the higher levels of
authority (e.g. superintendents
and supervisors) who will
promote SBM, train and
supervise SBM promoters,
oversee quality of SBM conduct
in schools, etc.

44. Recommendation 3
Create systems of continuous
profiling, database
development and uptake,
research, monitoring,
feedback and information
flows within and between
public schools, and between
School Governance Boards,
the District Division of DepEd,
and the Local School Board.

45. Recommendation 4
Promote and develop culture of capacity-
building in strategic planning and life-long
learning among teachers, principals and
superintendents, including an open
culture of sharing, exchange, continuous
learning and a reading culture among
students and teachers.

46. Recommendation 5
Diversify sources of resource
mobilization using strategic
planning:

47. Requirements
a. Tap private-public partnerships or resource mix, e.g.
community schools, taxation policies, real estate
contributions
b. Expand the role of local volunteers from various
sectors and organizations in supporting Alternative
Learning Systems, QUEEN and other City-LSB
Innovations
c. Create learning-related School self-financing
schemes and cost-recovery
d. Develop home-based schooling and distance
education.

48. Recommendation 6
Reallocate the Empowerment
Fund based on identification of
strategic needs and consideration
of diversity and equity issues. Use
combined clustering and targeting
of schools, as well as clustering
and targeting of recipients of
subsidy programs within schools,
to identify the most needy and to
allocate resources more efficiently.

49. Keys to success of CCTPs:
• Well-designed conditionality
• good monitoring and evaluation
system
• sound targeting methodology
• satisfactory supply and quality of
schools

50. Recommendation 7
Combine various
options/programs to address
demand-side constraint among
poor families, e.g. information
dissemination, life skills,
decision-making skills, parenting
skills, monitoring, financial
incentives, etc.

51. Recommendation 8
• Endeavour to us locally- generated funds
to augment teachers’ salaries to at least
above poverty level lines
• Salaries of locally funded teachers must
be comparable to regular teachers
• Use SBM and strategic planning for
community economic development for
teachers and poor families

52. Risks and Mitigation
Strategies of
Decentralization

53. Risk and Mitigation Strategies…
• Advantages
– Inventiveness
– Context driven
• Risks
– Central government abandoning its role
– Privatization of education
– Market efficiency
– Susceptible to capture by local elites
– Resistance from higher levels of authority

54. Risk and Mitigation Strategies…
• Challenges
– Transparency in the use of resources
– Dissemination of regulations
– Quality driven goals

55. Denying equal
access to
quality
education
is to deny a child’s right to his or
her future…

56. ...is to deny his or her right to be
happy in the Maogmang
Lugar!
Salamat Po!

57. Your Questions &
Comments