Solutions Evaluation and Adaptation

Transcription

1 44 Solutions Evaluation and Adaptation Since January 2012, the Solutions Evaluation and Adaptation Unit (SEAU) took charge of its new mandate that ranges from evaluation to adaptation and contextualization of identified, proven and mature education solutions in the context of Southeast Asia. Currently, the Unit undertakes the following core functions: Solutions identification and evaluation to determine their suitability in SEA context Adaptation, contextualization, modification and repackaging of solutions Tryout and incubation of adapted, reconstructed and modified, contextualized solutions Evaluation of adapted, modified and contextualized solutions Dissemination and upscale of the adapted, reconstructed, modified, contextualized solutions The core programs of SEAU for FY as reported below were supported and funded through external and internal sources: Internationally-funded Projects Regional Study of WASH (Water, Sanitation, and Hygiene) facilities/ programs in Southeast Asia in cooperation with UNICEF-EAPRO. The regional study was commissioned by UNICEF-EAPRO to review the regional status of WASH facilities in public primary schools in Southeast Asia. The study provides a clear picture of the status of (WASH) facilities in terms of donor support to toilet construction and provision of water supply in eleven (11) SEAMEO member countries and to assess the critical areas of support needed by primary schools to improve quality of learning, health status and participation of school children in the region. The Center conducted a desk review of the status of WASH implementation in SEAMEO member countries and in-depth studies in four selected countries (Cambodia, Indonesia, Lao PDR and the Philippines) through focus group discussions and key informant interviews. The initial findings of the study were presented at the 3 rd East Asia Conference on Sanitation and Hygiene in Bali, Indonesia in September The draft report was presented by the Center Director to the 48 th SEAMEO Council in November 2012, and submitted to UNICEF-EAPRO in December 2012 for feedback. The report was finalized and submitted to UNICEF-EAPRO in March In April 2013, SEAMEO INNOTECH was informed that UNICEF-EAPRO will publish the report, hopefully by EO June 2013.

2 Regional School Health Project A three-year project on school health is being implemented by SEAMEO INNOTECH from 2011 to 2014 in partnership with the GIZ (German Development Cooperation) and the Ministries of Education in participating countries (currently Cambodia, Indonesia, Lao PDR and the Philippines). With financial and technical support from the GIZ, the project aims to improve the health status and academic performance of school children through effective management of hygiene-related practices and other preventive and evidencebased school health programmes. Technical leadership of the project s core interventions are provided by a team of GIZ technical experts and consultants supported by SEAMEO INNOTECH specialists. One of the core components is to strengthen the school health programmatic activities of SEAMEO INNOTECH within the framework of decentralized educational management. The other components involve the strengthening of school health capacities at the national ministry levels and the implementation of school health activities in the intervention schools. As of May 2013, the total number of intervention schools had increased to 45 (Indonesia=12, Lao PDR=23 and Cambodia=10) with a total of 7,063 students in Indonesia, 7,526 students in Cambodia and 4,758 students in Lao PDR.) The following milestones were completed for FY Components Accomplishments Component 1: Strengthening of school health programme within SEAMEO INNO- TECH (Regional level) Developed position paper on convergence/integration of school health approaches with educational programs of SEAMEO INNOTECH such as School-Based Management (August 2012). Official launch of Regional Fit for School Program in pilot schools in Lao PDR, Indonesia and Cambodia (October 2012). Memorandum of Understanding with the Philippine Department of Education, SEAMEO INNOTECH and GIZ signed by concerned officials. The Center presented the working paper on updates and best practices from GIZ - SEAMEO INNOTECH Regional Fit for School Program for the 35 th SEAMEO High Officials (HOM) Meeting in Hanoi, Vietnam (November 2012). Workshop on Curriculum development for a comprehensive Fit for School course to address different target groups (November 22-23, 2012). Learning Exchange Program in the Philippines for UNICEF WASH and Government Officials from 10 countries (November 26-30, 2012). Workshop on the SEAMEO INNOTECH Health excels curriculum grid development (December 17-18, 2012); Writing and editing of modules for Health excels Program. Installed webinar facility and necessary technical equipment for the regional networking, exchange of experiences and capacity development courses; for inter-country collaboration, video conferencing and online mentoring. 45

3 46 Components Component 2: Capacity strengthening within national education systems (National level) Accomplishments Intersectoral research MoUs (on health and education) were signed in all countries and supported partners to conduct the trainings and school data gathering; Established intersectoral working groups on school health at the national level in Lao PDR and Cambodia (as of May 2013). Conducted baseline assessment on Water, Sanitation and Hygiene (WASH) situation using the adapted UNICEF WASH monitoring tool and the Fit for School monitoring tool. Questions on SBM capacities of principals are also part of this baseline assessment. Conducted high level meeting with MOEYS key officials in Cambodia for policy support and advocacy in October Hired team of Consultants on pandemic preparedness (Cambodia); low-cost sanitation facilities and school feeding/nutrition (Philippines); new Project Manager (Cambodia) and, Administrative Officer (Lao PDR). Component 3: Piloting of FIT approach in intervention schools and preparation for expansion (School level) Conducted Fit for School Orientation for all concerned MOE officials at national, provincial, district and school level. Constructed group hand washing facilities in all pilot schools in Cambodia, Indonesia and Lao PDR. Launched Fit for School Program in Indonesia, Cambodia and Lao PDR in October 2012 in conjunction with Global Hand Washing Day celebration in selected schools in partnership with UNICEF, Ministry of Health, Ministry of Rural Development, MOE and LGUs. Conducted health outcome study with ethical approval in Indonesia, Lao PDR and Cambodia (October to November 2012). Completed baseline Research Report (Lao PDR, May 2013); WASH survey in control schools (Cambodia/Indonesia (June 2013); and KAP survey report (Cambodia, March 2013). Photo documentation of hand washing activities (February 18-23, 2013); program implemented in 70% of pilot schools and signed agreement with partner schools on how to use the Fit for School materials (Cambodia, March 2013). Completed Assessment of Washing Facilities in control schools (Lao PDR, May 2013). Established MOU with partner/local NGO-BORDA (Lao PDR and Cambodia, May 2013). Awarding of best implementing schools (Lao PDR, May 2013); and participated in school health national competition (West Java, Indonesia, June 2013). Study Visit of Indonesian Officials to Fit for Schools in Cambodia, June 25-26, 2013 and monitoring visits conducted in all schools in 3 countries.

4 Local Government Unit (LGU)-funded Projects PROJECT APEX (Applied Academics for Excellence) Project APEX-Cebu aims to improve the job and livelihood prospects of high school students by developing their basic workplace and entrepreneurial competencies which are aligned with the development requirements of the community through meaningful collaborations and local education governance. Academic teaching and learning utilize the workplace, entrepreneurship, and the community at large as learning contexts to enrich the student s learning and development, and ingrain in them a sense of civic responsibility early on in life. APEX Cebu had three basic components: (1) development of basic entrepreneurial/ workplace competencies of students, (2) building strong institutional capacity for program sustainability, and (3) active engagement of relevant community stakeholders in project implementation. The following remaining deliverables of the project were finally completed for this reporting period: Provided copies of technical preparation materials to five APEX schools in Cebu, Philippines; Facilitated study visit of APEX Schools for school officials and teachers of DepED Region VI and VIII; Continued collection from LGU sponsors; and Set final closure of APEX Cebu. Educational Research and Innovation Office (ERIO)-Funded Projects Technical Assistance to Department of Education: Evaluation of Open High School Program (OHSP) in the Philippines The Center in cooperation with the Bureau of Secondary Education of DepED Philippines, is conducting an evaluation of the current status of OHSP and to develop a framework which directly links the alternative delivery mode and the improvements in learning outcomes. The study intends to evaluate the potential of OHSP to provide increasing access to quality education at the secondary level and develop functional literacy through inclusive education. Likewise, the study aims to discover the strengths and potentials of OHSP and to investigate the weaknesses and barriers to make OHSP sustainable and adaptable to the new K to 12 curriculum. The evaluation involves (a) a school survey questionnaire that was sent to about 500 OHSPimplementing schools in the country, (b) a student survey questionnaire administered to 368 OHSP students, and (c) an in-depth study (qualitative and descriptive) using appreciative 47

5 48 inquiry, The key informant interviews include the school administrators, teachers, students and partner organizations (e.g., PTCA, LGUs, and NGOs). As of June 2013, 90% of the student survey forms and 22% of the school survey forms have been retrieved. Data gathering/mission report was submitted in April Data consolidation of school and student survey forms is being done since April The draft analytical report is expected to be completed by June The Final Report will cover the viability of OHSP as an ADM strategy, the inefficiencies of OHSP as an ADM system, and to the extent possible, a comparative assessment of OHSP students with regular students. The report will also include some action points for its possible adaptation to the Philippine K to 12 education curriculum. Modelling of Senior High School in the Philippines in support to K-12 education reform program In line with the K to 12 Education Reform Agenda, the Department of Education hopes to improve the standard of public secondary education by providing additional two years of quality education that will academically and technically prepare high school graduates for college, immediate employment and/or self-employment following their career of choice. SEAMEO INNOTECH provided technical support in laying down the initial steps and strategies to be undertaken in establishing a responsive and scalable Senior High School program in selected regions using the APEX experience. From February to March 2013, the Center conducted focused group discussions and administered survey forms to selected school officials, teachers, parents and students. As of June 2013, a draft report has been prepared documenting the actual implementation experience of selected public schools in modelling the Senior High School program. The final report will be presented during the Senior High School Forum to be conducted by the Center in August 2013 for the stakeholders of K to 12 reform program. SIREP-funded Projects (SEAMEO INNOTECH Regional Education Program) Building Disaster-Resilient School Communities This project intends to develop a toolkit on Building Disaster Resilient School-Communities by gathering best practices and innovations in the region in terms of mainstreaming disaster preparedness, risk reduction and ensuring education in emergencies in schools and their communities. This toolkit will be wider in scope to cover man-made, natural and pandemic types of disasters. It will be accessible to school heads and teachers in Southeast Asia and will document stories of resiliency, safety and casualty reduction in school communities. The project activities completed to date include: Data gathering of DRRM best practices, stories of resilience and DRRM materials for teaching and learning (October 2012 to March 2013 in Cambodia, Lao PDR, Thailand and Philippines)

6 Data consolidation and summary of results as of EO May 2013 Toolkit content outline and draft chapter reports prepared by EO June 2013 PROJECT SMaLL (Small Schools Management for Lifelong Learning) Project SMaLL is an action research for the continuous improvement of the past and ongoing initiatives of SEAMEO member countries in managing small/multigrade schools. The project was implemented in Lao PDR, Malaysia, and Cebu, Philippines to build the capacities of the Village Education Development Council in Lao PDR; integrate the best practices of Orang Asli Schools in Malaysia; and to strengthen the multigrade learning system in Cebu, Philippines through the e-impact technology. All planned activities were completed from project planning, capacity-building and monitoring but the final report packaging is yet to be completed. Projects for Private/NGO Partnership Proposal on GenYES (Generation: Youth and Educators Succeeding) As conceived by Mr. Dennis Harper, an internationally-recognized expert in the field of technology education in USA, Generation YES aims to empower the students in providing technical support to school teachers in using ICT and web-based/digital technology for effective teaching and learning in secondary schools. Generation YES programs provide youth the opportunity to improve quality of education through technology by taking charge of their own learning. The GenYES program will provide students the opportunity to produce rigorous technology-infused projects aligned to the new K to 12 curriculum. To get a buy-in for project replication and adaptation to Philippine education context, the GenYES proposal was presented by Hytec Power Philippines, in collaboration with Lab Tech, Malaysia and SEAMEO INNOTECH, to the School Superintendent of Talisay, Cebu (September 2012) and to the School Principal of San Pedro Relocation Center National High School (April 2013). Another presentation was made for the Director of Tech-Voc office of DepED in May 2013 who suggested adopting the GenYES program in three to five senior high model schools or tech-voc schools in the Philippines provided that the first year of implementation, including the necessary capacity building, will be funded by Hytec Power Inc. Presently, SEAMEO INNOTECH is waiting for confirmation from Hytec Power if the company will be able to sponsor the initial run of the program in three to five schools. Programs implemented by both the Learning Management Office and the Educational Research and Innovation Office benefitted greatly from the expertise of top-caliber resource persons, consultants, and flexible learning tutors. 49