WASH s impact to school attendance, repetition rate and dropout rate.

Transcription

1 innotech n e w s l e t t e r A Publication of the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH), Quezon City, Philippines July-September 2012 ISSN INNOTECH conducts Regional Study of Water, Sanitation and Hygiene (WASH) in Primary Schools in SEAMEO Member Countries T he UNICEF-East Asia Pacific Regional office tapped SEAMEO INNOTECH to conduct a study on the status of Water, Sanitation and Hygiene (WASH) in Primary School is SEAMEO Member countries. The study covers the evaluation of the WASH facilities, the scope of complementary WASH in school programs, and the analysis of IN THIS ISSUE: FEATURE: WASH s impact to school attendance, repetition rate and dropout rate. An in-depth country study was also conducted from April to August 2012 in Cambodia, Indonesia, Lao PDR and the Philippines to address information gaps and gather additional qualitative data that can support the obtained quantitative data. Data were obtained through one-on-one key informant interviews and/or focus group discussions that focused on discussing >> continued on page 2 INNOTECH holds Regional Forum on ADM Best Practices INNOTECH holds Regional Research Workshop on Assessment Systems in Southeast Asia INNOTECH prepares for the 13th International Conference INNOTECH comes up with K to 12 Toolkit DepEd ARMM lays down reform agenda Gearing up New School Leaders for School Excellence INNOTECH provides capacity building interventions to DepEd Region VI Center launches G2G Season 2 New pool of Change Leaders and Managers in DepEd Region VI INNOTECH undergoes Surveillance Audit K to 12 in Southeast Asia: Benchmarking for Excellence

2 WASH in Primary School... (from page 1) the (1) national policies and frameworks; (2) WASH in school status; and (3) the issues and challenges encountered from the planning to the operation stage of WASH. Since the cover of WASH in schools is not limited to the education sector, various international development partners and local NGOs are also involved. Thus, the targeted key informants embody a multi-sectoral mix of stakeholders from these different sectors. 1 FGDs and one-on-one interviews were part of the in depth country study conducted by SEAMEO INNOTECH. The countries visited are: (1) the Philippines, (2) Indonesia, (3) Cambodia, and (4) Lao PDR innotechnewsletter July-September2012

3 INNOTECH holds a Regional Research Workshop on Assessment Systems in Southeast Asia INNOTECH holds Regional Forum on ADM Best Practices four-day Regional Forum on Best A Practices of Secondary Level Alternative Delivery Modes (ADMs) in SEAMEO member countries is currently being held in SEAMEO INNOTECH. The forum started last September 25 and will run for four days. Eleven (11) experts/practitioners of Secondary ADMs from SEAMEO member countries are participating in the forum. The forum s overall objective is to document the best practices in the implementation of secondary level ADMs in the SEAMEO-member countries, and start developing a Regional Secondary ADM Model Concept. Activities in the forum include presentation of country papers showing different ADM models which will serve as inputs to the development of the regional model; a workshop, for the participants to brainstorm for ideas needed in developing the regional model; and two school visits -- Makati City High School, and Gaya-Gaya Elementary School (IMPACT School). ADM is proposed to be one of the ways to address problems regarding school dropouts, and to expand access to secondary education. INNOTECH prepares for the 13th International Conference The International Conference (IC) committee is meticulously preparing for the upcoming conference which will be held this December 11 to 13 at the EDSA Shangri-La Hotel in Mandaluyong City. A number of meetings are held every week to thoroughly plan the conference. The IC committee organized Green Bag sessions for each of the Center s offices to deepen their involvement in the project. The green bag sessions allowed the other Center staff who are not part of the committee to ask questions and clear things up about the conference through a nonformal way -- meeting over lunch. The theme of the conference is Educating for the Future We Want: A Green Southeast Asia. For more information about the conference, visit the 2012IC official site: The Center s Research Studies Unit held a three-day workshop on assessment systems in Southeast Asia last July 17 to 19, The heads of educational examinations and assessment departments of the Ministries of Education of SEAMEO member countries participated in the workshop. This research project under the SEAMEO INNOTECH Regional Education Program is expected to help enhance the assessment systems of SEAMEO member countries through exchange of good practices and learning from the challenges experienced across the region. It was pointed out at the start of the workshop that improved assessment systems could lead to improved teaching and learning. As a start to achieving this goal, the representatives from each member country presented their papers during the first day of the workshop. The second day was allotted to an expert seminar about frameworks for assessment of learning and methodological innovations in largescale evaluations. The experts who shared their skills are Dr. Richard Gonzales, president and CEO of the Development Strategists International Consulting; Dr. Maria Andrea Santiago, Professor from De La Salle University; and Ms. Kathryn M. Tan of Center for Educational Measurement. Two workshop sessions that focused on common success factors in learner assessment, and challenges and new possibilities for learner assessment was held on the last day of the program, facilitated by SEAMEO INNOTECH Research Specialists Dr. Ethel Valenzuela and Dr. Sylvette Gunigundo. July-September2012 innotechnewsletter 3

4 INNOTECH Comes Up with K to 12 Toolkit The Center has taken the initiative to develop a toolkit for the most comprehensive basic education reform initiative ever done in the country. The publication of the K to 12 Toolkit is the Center s way of assisting the Philippine Department of Education in relaying critical information regarding the K to12 program. The K to 12 Toolkit is intended to serve as a resource guide for teacher educators, school administrators and teachers. It contains useful information on the reform initiative, particularly on its vision, new learning goals, learning areas, and assessment. The Toolkit also discusses the reforms to take place in all school levels starting from kindergarten to secondary level, as well as the transitional arrangement to the K to 12 Curriculum from the 2002 Basic Education Curriculum and the 2010 Secondary Education. Users of the Toolkit can also gain information on how alternative learning systems will be reformed under K to 12. It also details the attributes of a K to 12 teacher and their roles in the program. To further clarify issues surrounding K to 12, a list of FAQs is found at the last part of the Toolkit. DepEd ARMM lays down Reform Agenda During the opening ceremony of the DSL II Program for DepEd ARMM held in SEAMEO INNOTECH last September 17, a message from the Regional Secretary Atty. Jamar Kulayan was delivered before the 30 district supervisors who participated in the program. The message mainly discussed about the Reform Agenda for the DepEd regional office. The Reform Agenda was developed for DepEd ARMM by an Oversight Reform Team to solve problems/issues inside office that has been there for over 22 years. Atty. Kulayan discussed these problems and the solutions that they came up with, point by point, in his message. With the slogan, Matuwid na pamamahala tungo sa ARMM na masagana t mapayapa, the Agenda focuses on five (5) strategic areas. First is Data Quality and Utilization, which addresses the problems on data manipulation. The Secretary revealed the issue of data customization in accomplishment reports, in asking for solicitations, in requesting for increase of Maintenance and Other Operating Expenses (MOOE), and in availing additional position classification. The wrong practice also affects the accuracy of the results of national exams like the National Achievement Test (NAT). It was pointed out that instances like these make all data questionable. So, a part of the Reform Agenda is focused on the improvement of data quality through different reform measures such as updating the E-BEIS (Electronic Basic Education Information System), and conducting unscheduled regionwide school audits. A moratorium and executive orders were already issued to address the issue. The second strategic area focuses on the Personnel and Fiscal Reform. This addresses the issue on ghost teachers. Sec. Kulayan enumerated two kinds of ghost teachers the one which is listed in the payroll but not rendering any service at all, and the one that falsely exist in the form of manufactured and fictitious names used mainly to exhaust the Personnel Services Fund of the department. The Oplan LP (Operation Linis Payroll) was organized to verify the names in the payroll, and bust the ghosts in DepEd ARMM. There were forty (40) names that were delisted in the payroll in January. There were unclaimed checks amounting to 2.8 Million pesos covering the first quarter of 2012, and by July, there are 293 cancelled checks amounting to M pesos. The fiscal health was saved 160 million pesos. The monitoring of the ghost employees >> continued on page 7 4 innotechnewsletter July-September2012

5 Gearing Up New School Leaders for School Excellence S EAMEO INNOTECH facilitated the conduct of a blended learning program for Brunei Darussalam s neophyte school heads in the primary and secondary school levels. The program is specifically designed to equip new school heads with knowledge and skills on leading for school excellence. It was intended particularly to strengthen the training participants competencies in effectively leading instructional reforms under SPN-21. Gearing Up New School Leaders for School Excellence is divided into three phases with the first phase that took place online from 17 to 26 May The pre-course online conversation provided the training participants with opportunity to understand better good leadership practices. It also led into the generation of a list of opportunities and challenges under SPN-21 which the July-September2012 new school heads determined themselves. The second phase of the program focused on enhancing competencies in instructional and learning practices within the school. Held from 04 to 09 June 2012, this phase of the learning program led to the development of action plans that served as the school heads individual re-entry plans upon return to their work stations. The third phase, scheduled from 09 to 18 August 2012, is a virtual post-course sharing of learning on the results of the implementation of the participants action plans to improve their respective school s performance. A reflection note on the implementation of their school improvement activities was generated during this period. SEAMEO INNOTECH worked closely with the Ministry of Education of Brunei Darussalam through the Staff Training and Development Department of School in the delivery of this learning program. innotechnewsletter 5

6 INNOTECH provides capacity building interventions to DepEd Region VI M iddle managers and school heads from the DepEd Region VI benefitted from a two-pronged program packaged by SEAMEO INNOTECH. The program on Gearing Up for Strategic Instructional Leadership and Collaborative Reforms comprised two blended flexible learning courses that sought to create an impact both on the regional and the school levels (1) Change Management for the middle managers, 6 and (2) CHANGeXCELS for the school heads. course learning and insights into an implementable action plan. Forty (40) middle managers from the region took part in the Change Management course, which was designed to enhance the leadership skills of division and regional supervisors in leading and managing change. The course was composed of five training modules that included discussions on Leading and Managing Change designed to give the participants an opportunity to understand better their specific leadership styles by which to gauge their readiness and capability to lead and manage change. Discussions on this also helped deepen the participants sense of commitment to positive change. A workshop also took place that enabled the participants to identify specific action steps to translate On the other hand, fifty (50) school heads participated in the month-long CHANGeXCELS course that aimed to enhance their competencies to implement educational changes beyond the school and the community. The course made use of two self-learning modules based on the Competency Framework for Southeast Asian School Heads. Module 1 covered an introduction on change leadership and management with focus on theories and principles to guide successful implementation of change, while Module 2 provided the framework for operationalizing and sustaining change in the school. The two courses simultaneously concluded recently during ceremonies held at the West Visayas State University. SEAMEO INNOTECH Center Director Dr. Ramon C. Bacani graced the event and awarded the certificates to the region s middle managers for the Change Management course, and to the successful passers of the CHANGeXCELS course. innotechnewsletter July-September2012

7 ARMM Reform Agenda... (from page 4) was done through setting up biometrics to monitor time. The issue was also covered by the DepEd Order No. 15 (Rules on Procedure in Administrative Cases of the DepEd ARMM. Sec. Kulayan pointed out that the ghost employees issue does not only affect the fiscal aspects but the quality of education in ARMM, as well. Part of the message emphasized the effect of these ghost teachers to the quality of education in ARMM: Ghost teachers deny the fundamental rights of ARMM children to education. It breeds low morale among those who report to school and do their job religiously. Since ghost teachers are physically inexistent, school children are schooled, but not educated. Children may be going to school but not learning at all. The third area covers Education Quality and Synergy. This area aims to improve the quality of education in ARMM since it is continuously deteriorating for 22 years. A number of reform initiatives had already been implemented in the span of 8 months. Among these are the thorough monitoring of the existing regional programs, developing significant programs and policies, adopting innovative learning strategies, and checking the quality of learning resources in the region. Organizational Development is the focus of the fourth strategic area. This deals with the issue about the unseen divide between the Regional office and the 12 Division Offices. According to Atty. Kulayan, the offices are not unified and the organizational structures are largely driven by personalities, not rules and processes. To solve this problem, a regular Regional Execom and ManCom meetings will be taking place so that every office will be involved in the decision-making processes. Through this the principles of shared governance and decentralization will be put into practice. Also under this area is the aim to explore and maximize the potentials of the employees through letting them attend various trainings and seminars, such as the seminar on fiscal management organized by the Office of the Secretary for selected teachers from different provinces in ARMM. The last area deals with Maximized Technology & Innovation, since technology is said to be helpful for the improvement of governance. IT and other forms of media, such as websites, radio and print, are utilized by DepEd ARMM for information dissemination, as well as communicating with other government offices and other sectors. Also discussed is the current status of the performance of the students from the region. It was revealed that the elementary students got failing marks in the Regional Assessment on Math, Science and English (RAMSE), and the secondary students performance turned out to be worse. Atty. Kulayan asked everyone to work together and contribute to solve problems such as this. At the end of the message, Atty. Kulayan shared the reform education paradigm for the DepEd ARMM: Education processes are transparent, efficient, engaged with stakeholders, and maximized technology and innovation. Education personnel are performing according to established standards, motivated and ethically accountable. School-aged children are able to access, stay in school, learning competently and completing their education. He also reminded the district supervisors about their roles in the educational sector, and encouraged everyone to help in the implementation of the reform agenda. Since ghost teachers are physically inexistent, school children are schooled, but not educated. July-September2012 innotechnewsletter 7

8 New Pool of Change Leaders and Managers in DepEd Region VI Center launches G2G Season 2 In line with the Center s goal of promoting a healthy lifestyle among its staff and partners, the G2G Health and Wellness Program was once again launched for its second season last September 13, 2012 through a wellness session. Different health and wellness exhibitors such as Slimmers World, Paterno Eye Clinic, and other dealers of health products set up their booths in the Pearl Hall. The Center staff and partners enjoyed an afternoon of healthrelated talk, film showing, free consultations, exercise, raffle and healthy snacks. An expert on stress management gave some tips and discussed its importance to working people. An Aerobic dance and Zumba sessions were also held during the latter part of the day. Close to 50 school heads from the DepEd Region VI joined the ranks of the growing pool of change leaders and managers in the country after successfully completing the e-learning course on Change Management Excellence in School Leadership for Southeast Asia (CHANGeXCELS). CHANGeXCELS is a month-long course on leading and managing change developed by SEAMEO INNOTECH and is based on the Competency Framework for Southeast Asian School Heads. It is designed to equip school heads with competencies to successfully implement change within and beyond the school and the community. Two self-learning modules composed the course, with the first module providing the framework for understanding change and the second module providing the framework for operationalizing and sustaining change. The successful completers of the program went through an assessment interview prior to receiving their certificates of competence. It was meant to validate the learnings and ratings that the course participants received. It also provided an opportunity for the participants to review their overall experience, as well as demonstrate their knowledge and mastery of the course competencies. The graduation ceremony took place on 21 September 2012 at the West Visayas State University. INNOTECH Center Director Dr. Ramon C. Bacani awarded the certificates to the CHANGeXCELS course passers. At the same event, successful passers of another INNOTECH flexible learning course the Teaching and Learning Excellence in School Leadership for Southeast Asia or TEACHeXCELS were also awarded their certificates of competence. Twenty-five (25) school heads who took part in the course sufficiently completed and passed all the requirements. The G2G Program Season 2 will run from September 17 to November 29. Activities include Zumba, 3 and 4 mile walk, Body Jam, gym exercises, and sports such as table tennis, badminton and basketball. All employees who will participate in the activities will earn stamps and get a chance to win in the raffle draw. 8 innotechnewsletter July-September2012

9 SNAPSHOTS The Center s staff and partners enjoy an afternoon of free consultations, exercise and healthy snacks during the launch of the second season of the G2G program last September 13 in the Pearl Hall. July-September2012 innotechnewsletter 9

10 FEATURE 10 K to 12 in Southeast Asia: Benchmarking for Excellence After numerous reviews, revisions, debates, and lengthy community consultations, the Philippine government through its Department of Education (DepEd), with the aid of various international organizations and members of the private sector, began implementation of the Enhanced Kindergarten to 12 (K to 12) Basic Education Program at the start of the School Year (SY) in June The K to 12 Basic Education Reform Agenda is closely linked to the Philippine EFA Plan of Action 2015 Critical Task No. 5 which mandates the expansion of basic education from 10 to 12 years. Through the K to 12 program, the Philippine government is seeking to realize its international commitment on Education for All (EFA) which solidifies the inherent value of basic education not only for individual development but also for the overall social development of any nation. By keeping abreast with the requirements of the 21 st century, the K to 12 program is deemed necessary to prepare graduates for work and guide them in choosing the most fitting profession. Before the implementation of the K to 12 program, the Philippines was the only country in the Southeast Asian region implementing a 10-year combined elementary and secondary education. The clamor to lengthen the basic education system has been a long debated issue. To strengthen the basis for reform, the Philippine DepEd, through the National Education For All Committee (NEC), engaged SEAMEO INNOTECH to carry out a regional review of the curricula of four Southeast Asian countries, namely Brunei Darussalam, Malaysia, Singapore and the Philippines. The project, which began in February 2011, gathered information from several sources, including interviews; a review of literature; a survey; a workshop; as well as dialogs with country experts, educators, school officials, and curriculum development officials from Brunei Darussalam, Malaysia, Singapore and the Philippines, explains Dr. Ramon C. Bacani, Center Director of SEAMEO INNOTECH. Director Bacani added that other data on assessment models were obtained from Hong Kong, which provides seamless secondary education for comparison. According to Director Bacani, benchmarking the Philippine education curriculum s content and structure is needed to affirm that basic education innotechnewsletter July-September2012

11 in the country must undergo reforms to meet the demands of the twenty-first century. Through the close collaboration with the Philippines DepEd and with the assistance of the Ministries of Education of Brunei Darussalam, Malaysia and Singapore, the SEAMEO INNOTECH research team was able to produce an extensive report titled K to 12 Education in Southeast Asia: Regional Comparison of the Structure, Content, Organization, and Adequacy of Basic Education. The report aims to map the way toward implementing K to 12 educational reforms aligned with the country s national development priorities. It recommends curriculum and policy options based on the experiences of the four countries. SEAMEO INNOTECH s report provides an interesting comparative analysis on how the Philippine preschool, elementary, and secondary education system compare with the four countries. It apprises the readers on each country s educational goals; school calendar; and modes of access, diversification and progression. It likewise highlights important points on comparing each country s educational system by pointing out differences in teacher-pupil ratio; medium of instruction; curriculum structure, framework and organization; and assessment and testing. Most importantly, the report presents corresponding curriculum and policy options to align Philippine basic education with regional standards. K to 12: Benchmarking for Excellence The Philippine education system may be one of the oldest existing in the Southeast Asian region. In fact, historically, its education system has been tagged as one of the best systems to produce quality human resource the world over. However, the growth of knowledge-based economies raised the demand on the quality of graduates produced by countries, particularly in the Southeast Asian region. This, among other challenges and threats, promoted education stakeholders and policymakers to act for reform in education. SEAMEO INNOTECH s report identifies strategies by which the system could be improved. Among the curricular options and policy recommendations are the following: First, the report suggests that the Philippines should improve its educational goals to make them more clear, focused, and relevant and anchored on the development of 21 st century competencies. According to the report, while the current educational goal of the country on developing functionality literate Filipinos by 2015 is anchored on the UNESCO 4 Pillars of Learning, the goals should be redirected to shift focus to 21 st century competencies given the realities of today s knowledge society. The study also reveals that subjects in the Philippines are overcrowded and tend to cover too much technical content and time allotment for all subjects is longer than that of the benchmark countries. Thus, it is necessary to revisit core and compulsory subjects to streamline content and to align this with more focused objectives for better outcomes. Moreover, the report suggests improving the modes and mechanisms for assessment to support effective learning and teaching in the country. It states that the benchmark countries implement national level examinations which are recognized internationally, and thus strengthening the testing system and using internationallyrecognized assessment such as those of Brunei Darussalam, Malaysia and Singapore will provide for better transferable diplomas and certificates. The report proposes that the DepEd should spearhead an end-of-cycle assessment that provides evidence of academic qualifications and record of performance in school for purpose of employment or higher studies. It adds greater emphasis on the use of formative assessment to diagnose learning goals and guide instructional interventions. In enhancing each level of education, SEAMEO INNOTECH s report offers specific recommendations. For preschool education, since the Philippines offers the shortest time for preschool (3 hours) while its counterparts spend 4 hours, it is recommended that country should strengthen its preschool program by having a comparable learning time with the rest of the region. The government should make kindergarten mandatory for all children aged five with nationally prescribed standards for early childhood education. Both elementary and secondary education levels have been found to be congested compared with Brunei Darussalam, Malaysia, and Singapore. In elementary level, certain subjects such as mathematics, sciences, social studies and EPP (Edukasyong Pantahanan at Pangkabuhayan) should be decongested. A close interphase with the 2010 Secondary Education Curriculum is also recommended. As for secondary education, it is necessary to support the spiral progressive curriculum model which follows world standard of offering an integrated science and technology approach, integrated mathematics, civic education which is not solely devoted on history but promotes critical thinking and active participation in the 21 st century. The report further reminded the need to develop an upper secondary system with multiple channels and diversity to provide learning opportunities for those who are inclined on taking technical and vocational disciplines. The SEAMEO INNOTECH report offers specific curricular and policy reforms needed by the Philippine government and education stakeholders to take on the challenges of implementing the new K to 12 program. It encourages the government and education stakeholders to consciously mandate and regularly implement reviews of curricula of the K to 12 reform initiatives as these ensure alignment with national education goals and development plans. The full K to 12 Education in Southeast Asia: Regional Comparison of the Structure, Content, Organization, and Adequacy of Basic Education report can be accessed electronically through July-September2012 innotechnewsletter 11

12 INNOTECH undergoes surveillance audit for ISO 9001:2008 SEAMEO INNOTECH successfully passed the surveillance audit conducted by external auditors end of July this year to retain its ISO 9001:2008 certification. The auditors of SGS Philippines had only four minor observations which the Center can easily address. Prior to the external audit, the Center s internal quality auditors regularly conducted audit to ensure, among other things, compliance to declared processes, as well as to monitor attainment of set performance targets. Retaining the ISO certification reflects SEAMEO INNOTECH s strong commitment to quality management system, which in turn guarantees the continuous and effective provision of the Center s core services in the areas of training, research and knowledge management. innotech n e w s l e t t e rn Published twice a year by the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Educational Innovation and Technology (INNOTECH). Tel: ; Fax: (632) For your feedback, us at: info@seameo-innotech.org Editorial Office at the Information Management Unit, SEAMEO INNOTECH, UPPO Box 207, University of the Philippines, Diliman, Quezon City 1101, Philippines. Editor: Jesse M. Tuason Editorial Assistants: Aury Anne A. Santos, Gillian Marie M. Cruz Photos: Jesse M. Tuason; Guillermo Cruz; Mark John Antido Layout: Gillian Marie M. Cruz Advisers: Ramon C. Bacani, Director; Benito E. Benoza, Manager, Knowledge Management and Networking Office; Carolyn S. Rodriguez, Manager, Quality and Systems Management Office Bylined articles reflect the opinions of the author and not necessarily of SEAMEO INNOTECH. SEAMEO Regional INNOTECH Center UPPO Box 207, U.P. Diliman, Quezon City, 1101, Philippines Re-entered as second class mail matter, February 7, 1983 at U.P. Post Office, Diliman, Quezon City, Philippines 12 innotechnewsletter July-September2012