sip guide as of 27 august 2013.docx

8/9/2019 SIP Guide as of 27 August 2013.docx

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SIP GUIDESCHOOL

IMPROVEMENT

PLANNING

GUIDESCHOOL

IMPROVEMENT

PLANNING GUIDE


2/41

As of 2137 August 2013

GLOSSARY OF ACRONYMS 23INTRODUCTION AND OVERVIEW OF THE SIP PROCESS 34PREPARATORY ACTIVITIES 56SESSION 1: OPENING AND ORIENTATION ON THE DEPED VISION

MISSION STATEMENT AND CORE VALUES

76

SESSION 2: ESTABLISHING THE SITUATION OF CHILDREN AND SETTING

RESULTS-BASED OBECTIVES AND TARGETS

1!

SESSION 3: ENVIRONMENTAL SCANNING " E#TERNAL ANALYSIS 17SESSION 4: ENVIRONMENTAL SCANNING " INTERNAL ANALYSIS 22

SESSION 5: FORMULATING STRATEGIES 2$7SESSION 6: PREPARING THE ACTION PLAN 313

!SESSION 7: CLOSING SESSION 342POST-WOR%SHOP: WRITING THE SIP 353

ANNE#ES1- S&'()* SIP P)&++,+ W./0.( P/./&' . A,,,*2- R.)* &+ R*(.+,8,),,* . * S..)-C.''9+, P)&++,+

T*&' M*'8*/3-A S..)-C.''9+, D&& T*'()&* ;E)*'*+&/<3-B S..)-C.''9+, D&& T*'()&* ;S*.+&/<4-A G9,* ./ * F.9 G/.9( D,9,.+ =, P&/*+4-B G9,* ./ * F.9 G/.9( D,9,.+ =, P9(,)

1

TABLE OF CONTENTS


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5-A S>W>O>T> A+&),

5-B F./* F,*) A+&), 5-C T* ?W@ D,&/&'

2


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5/41


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1> P/*(&/&./ (&* " T, ,+.)* .+*+,+ . * S..)-C.''9+, P)&++,+ T*&' &+&& &*/,+ ,+)9,+ * .+9 . .9* /.9( ,9,.+ =, (&/*+ &+ .*/&0*.)*/ & +**&/>

2> C.+9 . * SIP ()&++,+ =./0.( " T, , . .+* =,,+ & 9/&,.+ . /** ;3< &&+ .+, . * .)).=,+ *,.+:

• O(*+,+ &+ ./,*+&,.+ .+ * D*(ED ,,.+ ',,.+ &+ ./* &)9*• E&8),,+ * ,9&,.+ . ,)/*+)*&/+*/ &+ *,+ * .8*,* &+ &/*

• E+,/.+'*+&) &++,+ =, ,+)9* **/+&) &+ ,+*/+&) &+&),

• F./'9)&,+ /&*,*

• P/*(&/,+ * A,.+ P)&+

• C).,+ *,.+

Annex 1 (/**+ & &'()* SIP W./0.( P/./&' . A,,,*>

3> P.-=./0.( &,,,* " T, ,+.)* * ,+&),&,.+ . * SIP>

T* 9**,+ *,.+ =,)) 9,* * ()&++,+ *&' .+ .= . .+9 * &8.*'*+,.+* *,.+>

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Con#enin of the School&Communit% 'lanninTeam 0S'T1

(nstruction to the School /ead2

1> C.+*+* S..)-C.''9+, P)&++,+ *&' ;SPTT* SPT , .'(.* . * .)).=,+:

S..) *&1 (&/*+ /*(/**+&,*1 9*+ /*(/**+&,*1 *&*/ /*(/**+&,*

1 .''9+, '*'8*/1 8&/&+& .,,&)1 '*'8*/ . * D,&*/ R,0 R*9,.+ M&+&*'*+ C.'',** ;DRRMC<

During the organizational meeting….

2. #rient the $ea% on the fo&&o'in( !rin( the %eetin()

• M&+&* ./ )*&) 8&, . * SIP ()&++,+ (/.*

• O8*,* . * ()&++,+ (/.*

• E(** ,+&) .9(9 . * ()&++,+ **/,* ,>*> * SIP

• SIP ()&++,+ (/.* &+ ,'* /&'*

• R.)* &+ /*(.+,8,),,* . * T*&' '*'8*/

NOTE: R**/ . * I+/.9,.+ . , G9,* ./ * ,/ 4 ,*' &8.*> R**/ . Annex 2 ./ * /.)* &+ /*(.+,8,),,* . * T*&' '*'8*/>

3> G* * (&/,,(&+ . ;&< &/** .+ * +* *( &+ .//*(.+,+ *9)* (&/,9)&/)* .+9 . * .9* /.9( ,9,.+ =, (&/*+ &+ * SIP ()&++,+ =./0.( &+;8< . .'', . &,*) (&/,,(&* ,+ &)) * ()&++,+ &,,,*>

Data !atherin and Consolidation

1> G* & .( . .9/ ..) Basic Education Report Card 0BERC1>

2> G* & .( . * G.*/+'*+ S..) P/.,)* &+ .*/ ..) ./' &.'(),* 8 **/

..) & * 8*,++,+ &+ *+ . * ..) *&/>

3> F,)) 9( * School&Communit% Data Template K Annex 3 9,+ &&,)&8)* &&> R*9*

.+*/+* T*&' '*'8*/ &+ LGU .,* ./ ,+./'&,.+ .+ * .,&) *.+.', (.),,&)&+ *+,/.+'*+&) .+,,.+ . * .''9+,> (t is most important that the Team o3taindata on the total population of children in the communit% 3% ae roup+ particularl%24&5 %ears old+ 6 %ears old+ 7&88+ 89&86+ and 87&8:.

*

RE'ARATOR,

CT(*(T(ES


8/41

4> .5>6> C.+9 & .9 /.9( ,9,.+ ;FGD< =, (&/*+ &+ (9(,) . &*/ .9*.)-8&*

,+./'&,.+ .+ ,)/*+ ,9&,.+ &+ )*&/+,+ .+*> KS** Annex 4-A &+ 4-B ./ *9,* .+ .= . . * FGD>

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O3;ecti#e and E$pected Output of the Session

B * *+ . * *,.+ * P)&++,+ T*&' =,)) &* 8**+ ./,*+* &+ )**))* . .+ *.)).=,+:

• O*/,*= . * ..)-.''9+, ()&++,+ (/.*

• V,,.+ M,,.+ &+ ./* V&)9* &*'*+ . * D*(&/'*+ .

E9&,.+ ;D*(ED<• %* .9.'*: &* . 9&), &+ .*/+&+* . B&, E9&,.+

Time allotment

1 .9/

Acti#ities

Acti#it% 82 Openin

1> F./'&)) .(*+ * ()&++,+ =./0.(> D. & /.)) &))>

2> G,* & 8/,* /*'&/0 . * * .+*'.. . * =./0.( &+ 8/,*) (/**+ * .)).=,+ ./ *(&/,,(&+ /*&)):

&< O8*,* . * SIP ()&++,+ (/.*8< E(** ,+&) .9(9: * S..) I'(/.*'*+ P)&+< P)&++,+ (/.* ./ ).=< D9/&,.+*< R.)* &+ *(** .+/,89,.+ . *& P)&++,+ T*&' '*'8*/

Acti#it% 92 Sharin of #isions S&*&0:

?A .. ()&+ , &+./* .+ & )*&/ ,,.+ &(,/&,.+ ./ /*&' & =* =&+ .&,**> W& , .9/ ,,.+&(,/&,.+/*&' .+*/+,+ .9/ ,)/*+ *9&,.+@

2> P/**+ * (&/*+ ,,.+&(,/&,.+ & ,9* 9/,+ * FGD =, (&/*+>3> P/**+ * (9(,) ,,.+&(,/&,.+ & ,9* 9/,+ * FGD =, (9(,)>4> A0 * LGU /*(/**+&,* .''9+, '*'8*/ &+ * DRRMC . &/* *,/ ,,.+&(,/&,.+>5> S+*,* * ,+(9> H,), * .''.+ (.,+>

+

SS(ON 82

'EN(N! AND

R(ENTAT(ON ON T/E

E'ED *(S(ON+

(SS(ON AND COREAL"ES+ AND =E,

"TCOMES


10/41

Acti#it% 42 'resentation of the DepED *ision+ Mission and Core *alues Statement

1> P/**+ * D*(ED V,,.+ M,,.+ &+ ./* V&)9* ;VMV< &*'*+> D,9 .= , &),+ .//*.+&* =, * ,,.+&(,/&,.+ &/* 8 * T*&' '*'8*/>

Acti#it% 52 Orientation on the =e% Outcomes

1> S&*:

?T* SIP =,)) /*.)* &/.9+ /** 0* .9.'* ./ /*9) & =* =&+ .&,** ,+ ./*/ . /*&),* ./ 8/,+ 9 ).*/ . .9/ ,,.+> T** 3.9.'* &/* access+ >ualit% &+ o#ernance. ?

2> W/,* * &8.*'*+,.+* */' .+ * 8.&/>3> D,9 *& */' ,+ /*)&,.+ . * D*(ED VMV & .)).=:

9

Vision

W* /*&' . F,),(,+. =. (&,.+&*) ).* *,/ .9+/ &+

=.* &)9* &+ .'(**+,* &+ &)9* *+&8)* *' . /*&),**,/ 9)) (.*+,&) &+ .+/,89* '*&+,+9)) . 89,),+ *

+&,.+>

A & )*&/+*/-*+*/* (98), ,+,9,.+ * D*(&/'*+ .

E9&,.+ .+,+9.9) ,'(/.* ,*) . 8**/ */* ,&0*.)*/>

Mission

T. (/.* &+ (/.'.* * /, . **/ F,),(,+. . 9&),

*9,&8)* 9)9/*-8&* &+ .'()** 8&, *9&,.+ =*/*:

o S9*+ )*&/+ ,+ & ,)-/,*+) *+*/-*+,,* &* &+

'.,&,+ *+,/.+'*+

o T*&* &,),&* )*&/+,+ &+ .+&+) +9/9/* **/

)*&/+*/

o A',+,/&./ &+ & & *=&/ . * ,+,9,.+

*+9/* &+ *+&8),+ &+ 9((./,* *+,/.+'*+ ./ **,*

)*&/+,+ . &((*+o F&',) .''9+, &+ .*/ &0*.)*/ &/* &,*)

*+&* &+ &/* /*(.+,8,), ./ **).(,+ ),*-).+)*&/+*/

Core Values

M&0&-D,. M&0&&. M&0&0&),0&&+ M&0&8&+&


11/41

• A* '*&+ & **/ (/*-..) &+ ..)-&* ,) ,+ *

.''9+, /*&/)* . *+*/ *+,, /*),,.+ *.+.',&9 &+ (,&) .+,,.+ , *+/.))* ,+ 0,+*/&/*+..) --./ /*&* &+ */* 8 * 0,+*/&/*+..) -- &+ &8)* ..'()** *9&,.+>

O9/ ,)/*+ .9) 8* ,*+ *9&) .((./9+, . *9&,.+ =,=,)) (/.,* *' =, * .'(**+,* &+ &)9* & =,)) ?*+&8)* *' . /*&),* *,/ 9)) (.*+,&) &+ .+/,89*'*&+,+9)) . 89,),+ * +&,.+@>

• 9&), '*&+ & **/ ,) , )*&/+,+ =, '&*/ &+ , &8)*

. ,'8,8* * ./* &)9* . ?M'&0&-D,. M'&0&-0&),0&&+M'&0&&. & M'&0&8&+&@>

• G.*/+&+* (&/,9)&/) & * ).&) )**) '*&+ &/* .*/+&+*

=*/* &)) &0*.)*/ ,+ * ..) &+ .''9+, &/* &=&/* &+(*/./' =*)) *,/ /*(*,* /.)* &+ /*(.+,8,),,* ,+ (/.*,+&+ (/.'.,+ ?* /, . **/ F,),(,+. . 9&), *9,&8)*9)9/*-8&* &+ .'()** *9&,.+@> B. ..) &+.''9+, &0*.)*/ &/* &.9+&8)* ,+ (/.,,+ * ,)/*+ & ?,)-/,*+) *+*/-*+,,* &* &+ '.,&,+ )*&/+,+*+,/.+'*+@>

4> A0 * T*&' '*'8*/ , * &* &+ 9*,.+ .+ ** .+*( &+ /*(.+

&./,+)>

Closin the session

1> S&* * .)).=,+:

• O9/ &/* ,,.+ (&/,9)&/) * D*(ED ,,.+ ',,.+ &+ ./* &)9*

&*'*+ & =*)) & * 0* .9.'* . &* 9&), &+ .*/+&+*=,)) 8* .9/ 8&, 9,* ./ )*+ ,+ * ./'9)&,.+ . * SIP>

• I+ * +* *,.+ =* =,)) 8* &+&),+ * ,9&,.+ . .9/ ,)/*+ 9,+

, )*+>

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B * *+ . * *,.+ * P)&++,+ *&' =,)) &* .'* 9( =, * .)).=,+:

• Anal%sis of the situation of the children and learners in the

communit% in the conte$t of the ke% outcomes2 access+ >ualit% ando#ernance

• Statement of o3;ecti#es and tarets

Time allotment

2 .9/

Acti#ities

Acti#it% 82 Situational Anal%sis and O3;ecti#e E()&,+ * .8*,* &+ *(** .9(9 . * *,.+ & ,+,&* &8.*> S&*: ?F,/=* =,)) 8* )..0,+ & * 9//*+ ,9&,.+ . .9/ ,)/*+ &+ )*&/+*/ ,+ */' . &*&+ * .//*(.+,+ .8*,* &+ &/*>@

2> R*&)) * *,+,,.+ . &* & (/**+* ,+ * (/**,+ *,.+> KS** (&* 1!>

3> S&* * .)).=,+:

• O+* '. ,'(./&+ ,+./'&,.+ =* +** . 0+.= , * .&) +.> .

,)/*+ ,+ * .''9+, /.' 5 . 17 *&/ .) ,+ * .''9+,>T** &/* * ,)/*+ =. +** . 8* ,+ 0,+*/&/*+..) &+,+, ..),+> E+9/,+ *,/ &* . *9&,.+ , & (/,'&//*(.+,8,), . * ..) &+ .''9+,>

• T* .*/ /*)*&+ && .+ &* &/* * .)).=,+:

o N.> &+ . 5-*&/-.) +. *+/.))*

o N.> &+ . 6-11 *&/-.) +. *+/.))*

o N.> &+ . 12-17 *&/-.) +. *+/.))*

o N.> &+ . ,)/*+ *+/.))*

o N.> &+ . ,)/*+ /*9)&/) &*+,+ )&*

o N.> . ,)/*+ =, 8*).= ! &*+&+*

o N.> . /.(.9 &+ * /.(.9 /&*

o N.> . '&)+.9/,* ,)/*+

o N.> . ,)/*+ =, .*/ *&) (/.8)*'

11

SS(ON 92

STABL(S/(N! T/E

RESENT S(T"AT(ON OF

/(LDREN


13/41

o N.> . ,)/*+ =. &/* ,,' . ./ 9)+*/&8)* . ,) &89*

,/,',+&,.+ ,) )&8./ *)9,.+

Situational anal%sis

4> A+&)* * && .+ * &8.* ./ * )& /** ..) *&/> P& &*+,.+ . && 8 &* /.9(*+*/ &+ /&* )**)>

G9,* 9*,.+4>1 W& , * (/*&,),+ /*+ ./ *& . * &8.*'*+,.+* &/,&8)*

KP.,8)* /*(.+*: ?I+/*&,+>@ ?D*/*&,+>@ ?C.+&+) ,>@ ?C.+&+) ).=@>

4>2 D. .9 ** ,,+ /*+ 8 *+*/ B /&* )**)

4>3 W& &/* * /** '. ,'(./&+ /*&.+ ,*: &< = ,)/*+ &/* +. ,+ ..)&+ 8< = */* &/* /.(.9 Explain that in the succeeding sessions, the Teamwill look more deeply on the factors affecting children’s education.

O3;ecti#e settin

5> S* * eneral o3;ecti#e .+ &*>

G9,* 9*,.+> B&* .+ * /*+ =& .9) =* *+*/&)) &,' ./ ,+ */' . &*. *9&,.+

KT=. (.,8)* &+=*/:

• ?T. *(&+ ;./ strengthen’ < ,)/*+ &* . *9&,.+@ " This is the

suggested general o!e,* on access if data show there are pre"school and school"age children not enrolled, pupils#students not regularly attendingclasses, and#or there are school dropouts.

OR

• ?T. '&,+&,+ , )**) . &* . *9&,.+@ " This is the suggested general

o!ective on access if data show that all or almost all pre"school and school"agechildren are in school, all or almost all pupils#students are regularly attendingclasses, and#or there are no or almost no dropouts.

6> W/,* * &* *+*/&) .8*,* .+ &* .+ * 8.&/> E()&,+ & , .9) 8*8/.0*+ .=+ ,+. (*,, .8*,*>

7> S* * specific o3;ecti#es .+ &*>

G9,* 9*,.+> B&* .+ * .8*/* /*+ =& .9) =* &,' ./ ,+ */' . *.)).=,+ &/,&8)*:

o N.> &+ . 5-*&/-.) +. *+/.))*

o N.> &+ . 6-11 *&/-.) +. *+/.))*

o N.> &+ . 12-17 *&/-.) +. *+/.))*

o N.> &+ . ,)/*+ *+/.))*

o N.> &+ . ,)/*+ /*9)&/) &*+,+ )&*

o N.> &+ (9(,)9*+ =, 8*).= ! &*+&+* ,+ )&

o N.> . /.(.9 &+ * /.(.9 /&*

o N.> . '&)+.9/,* (9(,)9*+

o N.> . (9(,)9*+ =, .*/ *&) (/.8)*'

12


14/41

o N.> . (9(,)9*+ =. &/* ,,' . ./ 9)+*/&8)* . ,)

&89* ,/,',+&,.+ ,) )&8./ *)9,.+

G9,* * T*&' & .)).= ,+ *,+ (*,, .8*,*:

• O9/ &,' , . */*&* *& . * .)).=,+ &/,&8)* ./ . '&,+&,+ , & */.

)**) =,**/ , &((),&8)*>KE> . (*,, .8*,*: ?T. */*&* * /.(.9 /&*@

o N.> &+ . ,)/*+ ;5 6-11 &+ 12-17 *&/ .)< +. ,+

..) ./ OSCo N.> &+ (9(,)9*+ =, 8*).= ! &*+&+* ,+ )&

o N.> . /.(.9 &+ * /.(.9 /&*

o N.> . '&)+.9/,* (9(,)9*+

o N.> . (9(,)9*+ =, .*/ *&) (/.8)*'

o N.> . (9(,)9*+ =. &/* ,,' . ./ 9)+*/&8)* . ,)

&89* ,/,',+&,.+ ,) )&8./ *)9,.+

• O9/ &,' , . ,+/*&* *& . * .)).=,+ &/,&8)* ./ '&,+&,+ , & 1!!+

=,**/ , &((),&8)*>

o N.> &+ . ,)/*+ *+/.))* ,+ ..)

o N.> &+ . ,)/*+ /*9)&/) &*+,+ )&*

Taret settin

$> S&* * .)).=,+:

• T. 8* &8)* . &9* & =* &* &.'(),* .9/ .8*,* =* +** . *

)*&/ &/* ./ *&>

• A &/* .9) 8* (*,, &&,+&8)* &+ ,'* 8.9+>

• W* =,)) * & &/* ./ *& . * ..) *&/ .*/* 8 * SIP (*/,.>

> P. * .)).=,+ &8)* .+ * 8.&/:

!ENERAL OB@ECT(*E ON ACCESS2

081

S'EC(F(C OB@ECT(*ES2 ACCESS

091

FROM

0Baseline

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041 TO 0Taret1

S, 8 S, 9 S, 4

1!> F,)) 9( * &8.* &8)* & .)).=:

13


15/41

1!>1 O+ .)9'+ ;1

1!>2 O+ .)9'+ ;2 . (9(,)9*+ =, .*/ *&) (/.8)*': !

o N.> . (9(,)9*+ =. &/* ,,' . ./ 9)+*/&8)* . ,)&89* ,/,',+&,.+ ,) )&8./ *)9,.+: !

o

11> A*/ ,)),+ 9( * &8.*'*+,.+* &8)* *9/* * T*&' .+9//*+*&,/'&,.+ 8 &0,+*' * .)).=,+:

• D. =* &)) &/** .+ ** .8*,* &+ &/*

• S&)) =* .'', . .+/,89* &+ 9((./ .+* &+.*/ ,+ /*&,+ **

.8*,* &+ &/*

Acti#it% 92 Situational Anal%sis and O3;ecti#e S&*: ?W* &* &+&)* * 9//*+ ,9&,.+ . ,)/*+ ,+ */' . &* &+ &* * **+*/&) &+ (*,, .8*,* &+ .//*(.+,+ &/* ./ , 0* .9.'*> W* =,)) +.= . *&'* ./ 9&),>@

Situational anal%sis

2. Reca&& the enition of -!a&it/0 as presente in Session 1. See pa(e 1".3. S&* * .)).=,+:

• T* &&,)&8)* /*)*&+ &/,&8)* ./ 9&), &/*:

o N.> . G/&* 3 &+ G/&* 6 (9(,) =. =*/* +.+-/*&*/

o N.> . G/&* 3 &+ G/&* 6 (9(,) =. =*/* & /9/&,.+ )**)

o N.> . (9(,)9*+ =, M&*/ )**) 8&* .+ * NAT ./*

o I+/*&* ,+ * +9'8*/ . )*&/+*/ =. ./* 9(*/,./ &+ 9((*/ &*/&* ,+ *

NAT

o D*/*&* ,+ * +9'8*/ . )*&/+*/ =. ./* ).=*/ &*/&* &+ (../ ,+ * NAT

• I+ &,,.+ =* &* .'* ,+./'&,.+ /.' * FGD =* &* .+9*

&'.+ (&/*+ &+ (9(,) & (/.,* ,+, .+ & '*&9/* . 9&),

14


16/41

=, , * **+ . =, .9/ ,)/*+ &* ,'8,8* * ./* &)9* . M&0&-D,. M&0&-0&),0&&+ M&0&&. & M&0&8&+&>

4> A+&)* * && .+ * &8.*'*+,.+* &/,&8)*> P& &*+,.+ . && 8 &* /.9( *+*/&+ /&* )**)>

G9,* 9*,.+&> W& , * (/*&,),+ /*+ ./ *& . * &8.*'*+,.+* &/,&8)*

KP.,8)* /*(.+*: ?I+/*&,+>@ ?D*/*&,+>@ ?C.+&+) ,>@ ?C.+&+) ).=@>

8> D. .9 ** ,,+ /*+ 8 *+*/ B /&* )**)

5> P/**+ * /*9) . * FGD (&/,9)&/) .+ * **+ . =, * ,)/*+ &*,'8,8* * ./* &)9* . M&0&-D,. M&0&0-%&),0&&+ M&0&&. & M&0&8&+&>

O3;ecti#e settin

12> S* * eneral o3;ecti#e .+ 9&),>

G9,* 9*,.+> B&* .+ * /*+ =& .9) =* *+*/&)) &,' ./ ,+ */' . *9&), . *9&,.+

KT=. (.,8)* &+=*/:

• ?T. ,'(/.* ;./ strengthen’ < * 9&), . *9&,.+@ " This is the suggested

general o!e,* on $uality if information show that %a& there are pupils#students who are non"readers or at frustration level, %& not performing

well in terms of '(T scores, and#or %c& the children have not ade$uately imied the core values.

OR

• ?T. '&,+&,+ , )**) . &* . *9&,.+@ " This is the suggested general

o!ective on access if information show that %a& all or almost all pupils#studentsare proficient in reading, %& performing well in terms of '(T scores, and %c&the children have ade$uately imied the core values.

13> W/,* * &* *+*/&) .8*,* .+ 9&), .+ * 8.&/> E()&,+ & , .9) 8*8/.0*+ .=+ ,+. (*,, .8*,*>

14> S* * specific o3;ecti#es .+ 9&),>

G9,* 9*,.+> B&* .+ * .8*/* /*+ =& .9) =* &,' ./ ,+ */' . *.)).=,+ &/,&8)*:

o N.> . G/&* 3 &+ G/&* 6 (9(,) =. &/* +.+-/*&*/

o N.> . G/&* 3 &+ G/&* 6 (9(,) =. &/* & /9/&,.+ )**)

o N.> . (9(,)9*+ =, '&*/ )**) 8&* .+ * NAT ./*

o N.> . ,)/*+ =. ,'8,8* * ./* &)9*

G9,* * T*&' & .)).= ,+ *,+ (*,, .8*,*:

• O9/ &,' , . */*&* *& . * .)).=,+ &/,&8)* ./ . '&,+&,+ , & */.

)**) =,**/ , &((),&8)*>

15


17/41

KE> . (*,, .8*,*: ?T. */*&* * +.> . G/&* 3 (9(,) =.&/* & /9/&,.+ )**)@

o N.> . G/&* 3 &+ G/&* 6 (9(,) =. &/* +.+-/*&*/

o N.> . G/&* 3 &+ G/&* 6 (9(,) =. &/* & /9/&,.+ )**)

• O9/ &,' , . ,+/*&* * +9'8*/ . (9(,)9*+ =, M&*/ )**) 8&*

.+ NAT ./* ./ '&,+&,+ , & 1!!+ =,**/ , &((),&8)*>

• W* &). &,' & &)) ,)/*+ ,'8,8* &+ &(() * ./* &)9*

Taret settin

15> P. * .)).=,+ &8)* .+ * 8.&/:

!ENERAL OB@ECT(*E ON "AL(T,2

081

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091

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0Baseline

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S, 8 S, 9 S, 4

16> F,)) 9( * &8.* &8)* & .)).=:

16>1 O+ .)9'+ ;1

16>2 O+ .)9'+ ;2 . ,)/*+ =. ,'8,8* * ./* &)9*: &)) ,)/*+

17> A*/ ,)),+ 9( * &8.*'*+,.+* &8)* *9/* * T*&' .+9//*+*&,/'&,.+ 8 &0,+*' * .)).=,+:

• D. =* &)) &/** .+ ** .8*,* &+ &/*

• S&)) =* .'', . .+/,89* &+ 9((./ .+* &+.*/ ,+ /*&,+ **

.8*,* &+ &/*

1*


18/41

Acti#it% 42 (nitial Discussion on !o#ernance

1> R*&)) * *,+,,.+ . .*/+&+* & (/**+* ,+ S*,.+ 1> KS** (&* 1!>

2> D,9 * ,'(),&,.+ . * 9//*+ ,9&,.+ . ,)/*+ &+ )*&/+*/ & =*)) & * .8*,*

&+ &/* * .+ &* &+ 9&), ,+ */' . * .*/+&+* . * *9&,.+&) *'>

G9,* 9*,.+

• W& .* * 9//*+ ,9&,.+ . ,)/*+ &+ )*&/+*/ ,+ */' . &*

&+ 9&), 9* &8.9 * &* ./ 9&), . .*/+&+* . ,)/*+*9&,.+ ,+ * .''9+, A0 * T*&' . *()&,+ *,/ /*(.+*>)*ossile answers+ *oor access and $uality suggest poor or ineffectivegovernance.’ -

• W& .9) 8* .9/ *+*/&) .8*,* .+ .*/+&+* .+,*+ =, .9/

&* &+ 9&), .8*,* )*ossile answer+ To strengthen governance/-

P. * /*(.+* 9,+ * *'()&* 8*).=:

• C.+,*/,+ * +&9/* . .*/+&+* . *9&,.+ & &/* .*/+&+* &'.+ &))

&0*.)*/ =& (*,, .8*,* &+ =* ./'9)&* &+ .'', . &,**)*ossile answers+

o To strengthen collaoration etween the school, parents and the

012’ o To educate stakeholders on their roles and responsiilities in

ensuring access and $uality of education’ -

P. * /*(.+* ,+ * *'()&* &8.*>

17

!O*ERNANCE

!ENERAL OB@ECT(*E2

S'EC(F(C OB@ECT(*ES2

1.

2>

!ENERAL OB@ECT(*E ON !O*ERNANCE2

081

S'EC(F(C OB@ECT(*ES

091

FROM

0Baseline1

041 TO 0Taret1

S, 8 S, 9 S, 4


19/41

3> E()&,+ & * T*&' =,)) )..0 ,+ /*&*/ *&,) .+ * **+ . .*/+&+* . * *9&,.+*' ,+ * 9**,+ *,.+ .+ E*/+&) &+ I+*/+&) A+&),>

4>

5> T* .)9'+ .+ &/* ./ .*/+&+* ,+ * '&/, &8.* need NOT 3e done durin the

(/**+ *,.+> T* &/* *,+ =,)) 8* .+* after the e$ternal and internal anal%sis> T*&8)* &8.* =,)) 8* /*,,* *+>

JJJ

a.

1+


20/41


B * *+ . * *,.+ * P)&++,+ *&' =,)) &*.'* 9( =, &+ anal%sis and list of the importantopportunities and threats in the communit% thatsinificantl% affect childrens education.

Time allotment

2 .9/

Acti#ities

Acti#it% 82 (ntroducin E$ternal Anal%sis

1> S&* * .8*,* &+ *(** .9(9 . * *,.+> E'(&,* * .)).=,+:

• I+ /*&), =* =,)) 8* *+.9+*/,+ **/&) &./ & =,)) *,*/ *)( 9 ./ ,+*/(/**+

9 /.' &,*,+ .9/ * .8*,* &+ &/*> W* +** . 0+.= =& ** &./ &/*&+ .= * .(*/&* &+ &* ,)/*+ *9&,.+ . *+&8)* 9 . ./'9)&* =& .9*9)) &,** .9/ .8*,* &+ &/*>

• S.'* . ** &./ &/* 8&* &+ .(*/&* =,,+ * ..) =,)* .*/ &/* 8&* &+

.(*/&* .9,* * ..) (&/,9)&/) ,+ &',),* ).&) .*/+'*+ 9+, ,+ **.+.' &+ * .''9+, ,+ *+*/&)> I+ , *,.+ =* =,)) ,9 * +.+-..)-8&* ./ **/+&) &./ " .* & &/* 8&* &+ .(*/&* .9,* * ..)>

• I+ , *,.+ =* =,)) (*,,&)) ,9 ,* ;5< (* . **/+&) &./> T** &/*:

o S.,&) *'./&(, &+ 9)9/&) &./

o P.),,&)

o E.+.',

o E.).,&) ./ *+,/.+'*+&)

o T*+.).,&)

)3rite these on the oard.-

• W* =,)) *,+* &+ )..0 & ** (* . &./ .+* 8 .+* 9/,+ * *,.+>

• I+ )..0,+ & *& &./ =* =,)) &0 .9/*)* =. 9*,.+:

o W& ** =,)) * &./ 8/,+ &8.9 & =,)) *)( & ,) . *+/.)

,+ ..) &*+ )& /*9)&/) (*/./' =*)) &+ .'()**..),+ W* =,)) &)) , ** & Opportunit%.

o W& ** =,)) * &./ 8/,+ &8.9 & =,)) (/**+ ./ *)& &

,) *+/.)'*+ /*9)&/ &*+&+* (*/./'&+* &+ .'()*,.+. ..),+ W* =,)) &)) , ** & Threat.

19

ESS(ON 42

N*(RONMENTAL

CANN(N!

TERNAL ANAL,S(S


21/41

• A &./ '& 8/,+ &8.9 &+ .((./9+, ./ /*& ./ 8.> I &). ,+*/& =, .*/

&./ &+ , ,+*/&,.+ =,)) *,*/ /*,+./* ./ =*&0*+ , ** .+ & ,)*9&,.+>

Acti#it% 92 Anal%in Social+ Demoraphic and Cultural Factors

2> D*,+* &+ */,8* .,&) 9)9/&) &+ *'./&(, &./ & .)).=:

S.,&) *'./&(, &+ 9)9/&) &./ &/* .* *)*'*+ &*,+* * .''9+, & & .,&) &+ 9)9/&) *+,> S9 *)*'*+,+)9* 89 +. ),',* . * .)).=,+:

o S,* *+, &+ ,/,89,.+ 8 &* &+ *+*/ . *

(.(9)&,.+ ,+ * .''9+,

o E+, &+ 9)9/&) ,*/, . * (.(9)&,.+ " ./ *

(.(9)&,.+ ,/,89,.+ 8 *+,, )&+9&* /*),,.+o P,&) '.*'*+ . * (.(9)&,.+ ;',/&,.+<

o %+.=)** 8*),* +./' (/&,* *' &+

,+,9,.+ & *,+* ./ ,+)9*+* .,&) 8*&,./ &+'.*'*+

o H.9*.)-8&* &./ 9 & &',) ,+.'*

.9(&,.+ . '*'8*/ *.+.', &,,,* &+ .*/&./ & &* * .9*.) (/**/*+* ./ ..&+ */,*

(sk the Team for specific examples not included in the aove.

3. Constr!ct the fo&&o'in( te%p&ate on a ani&a paper an post it on the

&acoar.

FACTOR DATA O''ORT"N(T, T/REAT

4> G,* *& '*'8*/ . * *&' & * . =*)* ;12< '* &/ & .)).=: 3 BLUE &/ 3 GREEN3 YELLOW &+ 3 PIN% &+ & (*+*) (*+>

5> I+/9 *& '*'8*/ & .)).=:

• O+ & BLUE &/ =/,* .=+ & sinificant factor & &* ,)/*+

*9&,.+ 8&* .+ * &&,)&8)* &&> I*+, & '. 3 &./ ;.+* '*&/ (*/ &./

• O+ & GREEN &/ =/,* * fact ;.+* &/ (*/ .((./9+,<

2"


22/41

• O+ * PIN% &/ =/,* .=+ * threat+ , &+ &/,,+ /.' * ,*+,,*

&./ &+ ,*+ && =, ,+*/ ./ &*/*) &* ,)/*+*9&,.+> ;.+* &/ (*/ /*&<

6> T&(* * &/ .+ * &((/.(/,&* .)9'+ ,+ * &8.*'*+,.+* &8)*>

7> P/.* * .9(9:

• D.* * ,*+,,* &./ .//*) &)) 9+*/ * (*&*./ 8*,+

*&',+* I +. &0* , .9>

• C.'8,+* =. ./ './* &./ & &/* */ ,',)&/>

• I+)9* ,+(9 /.' * FGD , &((),&8)*>

$> C).* * &,, 8 9''&/,,+ * ,+&) .9(9>

Acti#it% 42 Anal%in 'olitical Factors

> D*,+* &+ */,8* (.),,&) &./ & .)).=:

P.),,&) &./ &/* .* *)*'*+ & *,+* ./ ,+)9*+* * =& *.''9+, , .*/+*> S9 *)*'*+ ,+)9* 89 +. ),',* . *.)).=,+:

o L&= (.),,* /9)* &+ /*9)&,.+ & =*)) & &+* .+

**

o L*&) &+ (.),,&) *' ,+,9,.+ &+ (/.** 9 &

* ).&) .*/+'*+ 9+,

o P.),,&) ./* ;/.9( ./ ,+,,9&)< &+ (.),,&) +&', ,+

* .''9+, ,+)9,+ *,*+* . (.),,&) &+ *+,

.+), &+ /*)&* .,),,*o P*&* &+ *9/, ,9&,.+


1!> D. P/.*9/* +.> 3-7 ,+ A,, 1 &8.*>

E'(&,* * LGU /.)* &+ /*(.+,8,),,* .+ ,)/*+ *9&,.+ .= ** &/* &9&))&//,* .9 &+ ,*+, * ,'(./&+ .((./9+,,* &+ /*& (.* 8 * (.),,* *'(/./&' &+ .(*/&,.+ . * LGU (&/,9)&/) * 8&/&+& &+ * '9+,,(&) LGU>

11> C).* * &,, 8 9''&/,,+ * ,+&) .9(9>

Acti#it% 42 Anal%in Economic Factors

12> D*,+* &+ */,8* *.+.', &./ & .)).=:

E.+.', &./ &/* .* *)*'*+ & *,+* ./ ,+)9*+* **.+.', )**) ./ &9 &+ /.= . * .''9+, &+ .= ..&+ */,* &/* (/.9* ,/,89* &+ .+9'* ,+ *.''9+,> )Emphasize that education is one of these goods and services.-

S9 *)*'*+ ,+)9* 89 +. ),',* . * .)).=,+:

21


23/41

o P/.9,* &(&,,* &+ &,,,* & =*)) & (/&,* ,+ *

.''9+, (&/,9)&/) * (/*&,),+ ,+9/,* .9(&,.+'&./ /*.9/* &+ '&./ (/.9 ,+ * .''9+,

o U* . ,) )&8./

o P/**+* . ,+/&/99/* &+ */,* & &,),&*

*.+.', &+ /&,+ &,,,* *>> &/' . '&/0* /.&

o E.+.', ./ ,+9/,&) /*+ &+ , ,+)9,+ (/,* /*+

o S(*+,+ (.=*/ . .9*.) &+ (/*&,),+ .+9'(,.+

(&*/+


13> D. P/.*9/* +.> 3-7 ,+ A,, 1 &8.*>

14> C).* * &,, 8 9''&/,,+ * ,+&) .9(9>

Acti#it% 52 Anal%in Ecoloical or En#ironmental Factors

15> D*,+* &+ */,8* *.).,&) ./ *+,/.+'*+&) &./ & .)).=:

E.).,&) ./ *+,/.+'*+&) &./ &/* .* *)*'*+ & *,+* *+&9/&) /*.9/*-8&* &(&, . * .''9+, . 9&,+ ,

(.(9)&,.+ & =*)) & * .''9+, &&(&8,), ./ /*,),*+* .+&9/&) ,&*/ &+ ),'&* &+*>

S9 *)*'*+ ,+)9* 89 +. ),',* . * .)).=,+:

o P/**+* . +&9/&) /*.9/*

o T*//&,+ (,&) )&+&(* ./ *./&( . * .''9+,

o V9)+*/&8,), . ),'&* &+* &+ +&9/&) & =*)) & '&+-

'&* ,&*/ 9 & (..+ ).. *&/9&0**(,*', &+ &/'* .+),

o P/*(&/*+* . * .''9+, . &, ,&*/


16> D. P/.*9/* +.> 3-7 ,+ A,, 1 &8.*>

17> C).* * &,, 8 9''&/,,+ * ,+&) .9(9>

Acti#it% 62 Anal%in Technoloical Factors

1$> D*,+* &+ */,8* *+.).,&) &./ & .)).=:

T*+.).,&) &./ &/* .* *)*'*+ & *,+* ./ ,+)9*+* *.''9+, '*. . (/.9,.+ .''9+,&,.+ &+ /&+(./>S9 *)*'*+ ,+)9* 89 +. ),',* . * .)).=,+:

o A&,)&8,), . *)*/,,(.=*/

o D,,&) *+.). &+ ,+*/+* .++*,,

o I+,*+.9 *+.).,*


22


24/41

1> D. P/.*9/* +.> 3-7 ,+ A,, 1 &8.*>

2!> C).* * &,, 8 9''&/,,+ * ,+&) .9(9>

Closin the Session

1> M&0* & /*&( . =& =& .+* &+ * .9(9 . * /.9( 9/,+ * *,.+> E'(&,* *.)).=,+:

• S&/* .*/+&+* . ,)/*+ *9&,.+ 9* & &)) ).&)

&0*.)*/ +.&8) * ..) (&/*+ &+ .''9+, )*&*/ .9).))&8./&* ,+ &0,+ &&+&* . * .((./9+,,* & ,+,,&+)(/.'.* &+ &&+* ,)/*+ *9&,.+ & =*)) & ,+ /*(.+,+ . */*& . *9&,.+>

• T* .9(9 . * **/+&) &+&), =,)) 8* 9* ,+ **).(,+ &((/.(/,&*

,+*/*+,.+ . &,** * *,/* .9.'* &+ .8*,* .+ &*9&), &+ .*/+&+*>

JJJ

23


25/41


B * *+ . * *,.+ * P)&++,+ *&' =,)) &*.'* 9( =, &+ anal%sis and list of the strenths and-eaknesses of the school.

Time allotment

2 .9/

Acti#ities

Acti#it% 82 (ntroducin (nternal Anal%sis

1> S&* * .8*,* &+ *(** .9(9 . * *,.+> E'(&,* * .)).=,+:

• C,)/*+ *9&,.+ , &** +. .+) 8 **/+&) ./ +.+-..) &./> E9&))

,'(./&+ &/* * &./ & &/* 8&* &+ .(*/&* =,,+ * ..) +.&8)* .)).=,+:

o P,&) ,+/&/99/* ;)&/..' *& ),8/&/ .,)* *><

o T*&*/ ;+9'8*/ &+ 9&),<

o T*8..0 &+ .*/ )*&/+,+ '&*/,&)

o

E,,+ *9&,.+ (/./&' &+ (/.*o N.+-*&,+&',+,/&,* (*/.++*)

o F,+&+,&) /*.9/*

2> C.+/9 * .)).=,+ *'()&* .+ & M&+,)& (&(*/ &+ (. , .+ * 8.&/>

081

FACTOR

091

STREN!T/

041

)EA=NESS

24

SS(ON 52

N*(RONMENTAL

CANN(N! &

TERNAL ANAL,S(S


26/41

Acti#it% 92 Anal%in the Schools 'h%sical (nfrastructure

3> D*,+* (,&) ,+/&/99/* & .)).=:

T* ..) (,&) ,+/&/99/* , * (,&) &,),,* ;89,),+ 9/+,9/*&+ *9,('*+< (/**+ ,+ * ..) 9 & * .)).=,+ ,*':

C)&/..'

S*& 8)&08.&/ 89))*,+ 8.&/ *0

C.'(9*/

W&*/ &+ &+,&,.+ &,),,* ,+)9,+ .,)*

L,8/&/

P)&/.9+

C&+**+

C),+,

4> U* * *'()&* '*+,.+* ,+ *( +.> 23 &8.* . &+&)* * &./>

G9,* ,+ ,)),+ 9( * *'()&*

4>1 U+*/ C.)9'+ ;1 W/,* &). * (*,, ,*' & ,+,&*&8.*>

4>2 U+*/ C.)9'+ ;2< &+ ;3

G9,* 9*,.+

• D. =* &* 9,,*+ +9'8*/ ./ ,* . * (,&) &,),,* /*)&,* . * ..)

(.(9)&,.+ A+&)* * .)).=,+ /&,. 8 /&* )**): ;&< (9(,)-)&/..' /&,. ;8<(9(,)-*& /&,. ;< (9(,)-.,)* /&,.>

o 4f yes , indicate (de$uate/ under the 5trength column.o 4f no , say is 4nade$uate/ or lacking/, whichever is

applicale, under the 3eakness column. 4ndicate the $uantity of facilities needed.

4ndicate the pertinent ratios %such as classroom"pupil ratio&.

• I * &,), . .. 9&), ./ ,+ .*/ =./ & (&/ =, &+&/ 9+,.+&) &+

(/.'.* & ?,)-/,*+) *+*/-*+,,* &* &+ '.,&,+ *+,/.+'*+@ & *V,,.+ /*9,/*

o 4f yes, indicate 1ood $uality/ under the 5trength column.

1ive specific descriptions.o 4f no , indicate *oor $uality/ under the 3eakness column.

1ive specific descriptions or state the prolems oserved.Example+ 'eeding repair/, unsafe/, etc.

• I */* &+ *,,+ (/./&'(/.* 8*,+ ,'()*'*+* ,+ * ..) ,+)9,+

&)*/+&,* *),*/ '.* ;ADM< &+ .*/ ,++.&,* ,+*/*+,.+ . &/* ./.'(*+&* ./ * )&0 . (,&) &,),,* ,+ * ..)

o 4f yes, indicate the program#pro!ect#intervention under 5trength.

Descrie the good points#enefits as experienced y the school.

o 3rite down the prolems or weak points of said program#

pro!ect#intervention, if any, under 3eakness.

25


27/41

Acti#it% 42 Anal%in the Teachers

5> U* * *'()&* '*+,.+* ,+ *( +.> 23 &8.* . &+&)* * &./>

G9,* ,+ ,)),+ 9( * *'()&*

5>1 U+*/ C.)9'+ ;12 U+*/ C.)9'+ ;2< &+ ;3

G9,* 9*,.+

• D. =* &* 9,,*+ +9'8*/ . *&*/ /*)&,* . * ..) (.(9)&,.+ A+&)*

* (9(,)-*&*/ /&,. 8 /&* )**)>o 4f yes , indicate (de$uate/ under the 5trength column.

o 4f no , say is 4nade$uate/ or lacking/ under the 3eakness

column. 4ndicate the numer of teachers needed.

o 4ndicate the teacher"pupil ratio.

• A/* * *&*/ . .. 9&), '*&+,+ * '** * *,/* .'(**+,*

8&* .+ NCBTS ,+ */' . * .)).=,+ /,*/,&: &< '&*/ . 98* &+ 8<

&((/.(/,&*+* . *&,+ )*&((/.&*o 4f yes, indicate 1ood $uality/ under the 5trength column.


1ive specific descriptions or state the prolems oserved.4ndicate the top three %6& training needs of teachers as

indicated in the data template.

• A/* */* '&*/ *&*/ H.= &/* * 9,),**().*

o 4ndicate presence of master teachers under 5trength, and

asence or lack of them under 3eakness.o 5tate also under 3eakness any prolem on the deployment

of master teaches.

• D.* * ..) &* & '*&+,' ./ 9&,+* ..)-8&* /&,+,+ ./ *&*/

;*&'()*: L*&/+,+ A,.+ C*)) *,.+


28/41

G9,* ,+ ,)),+ 9( * *'()&*

6>1 U+*/ C.)9'+ ;1o 4f yes , indicate (de$uate/ under the 5trength column.

o 4f no , say is 4nade$uate/ or lacking/ under the 3eakness

column. o Indicate the numer of textooks needed. textook"pupil

ratio.

• A/* * *8..0)*&/+,+ '&*/,&) . .. 9&),


1ive specific descriptions.

o 4f no , indicate *oor $uality/ under the 3eakness column.

1ive specific descriptions or state the prolems oserved.

• I */* &+ *,,+ (/./&'(/.* 8*,+ ,'()*'*+* ,+ * ..) ,+)9,+

&)*/+&,* *),*/ '.* ;ADM< &+ .*/ ,++.&,* ,+*/*+,.+ . &/* ./.'(*+&* ./ * )&0 . 9&), *8..0> L*&/+,+ '&*/,&) ,+ * ..)

o 4f yes, indicate the program#pro!ect#intervention under 5trength.

Descrie the good points#enefits as experienced y the school.o 3rite down the prolems or weak points of said program#

pro!ect#intervention, if any, under 3eakness.

Acti#it% 62 Anal%in Non&Teachin 'ersonnel

7> U* * *'()&* '*+,.+* ,+ *( +.> 23 &8.* . &+&)* .*/ &./>

G9,* ,+ ,)),+ 9( * *'()&*

7>1 U+*/ C.)9'+ ;1

7>2 U+*/ C.)9'+ ;2< &+ ;3

G9,* 9*,.+

• D. =* &* 9,,*+ +9'8*/ . +.+-*&,+ (*/.++*) /*)&,* . * ..)

(.(9)&,.+o 4f yes , indicate (de$uate/ under the 5trength column.

o 4f no , say is 4nade$uate/ or lacking/, whichever is

applicale, under the 3eakness column. 4ndicate the no. of

non"teaching personnel needed.

27


29/41

• D. * +.+-*&,+ (*/.++*) (.* &+ *'.+/&* 9&),,* &+ *,8,

8*&,./ & &/* .+,*+ =, * ,,.+ . & ?,)-/,*+) *+*/-*+,,*&* &+ '.,&,+ *+,/.+'*+@



1ive specific descriptions or state the prolems oserved.

Acti#it% 72 Anal%in Financial Resources

$> U* * *'()&* '*+,.+* ,+ *( +.> 3 &8.* . &+&)* .*/ &./>

G9,* ,+ ,)),+ 9( * *'()&*

$>1 U+*/ C.)9'+ ;1

$>2 U+*/ C.)9'+ ;2< &+ ;3

G9,* 9*,.+

• D. =* &* 9,,*+ ,+&+,&) /*.9/* ./ * '&,+*+&+* &+ .(*/&,.+ . *

..)o 4f yes , indicate (de$uate/ under the 5trength column.

4ndicate also the factors#conditions that ensure sufficiency of resources such as regular 012 funding support or availaility of foreign grants, if any.

o 4f no , indicate 4nade$uate/ or lacking/ under the 3eakness

column. Descrie the prolems faced y the school inotaining resources.

Acti#it% :2 Re#isitin the O3;ecti#es and Tarets for !o#ernance

> R*&)) . 8&0 . * '&/, .+ O8*,* &+ T&/* ./ .*/+&+* ,+,,&)) (/*(&/* ,+S*,.+ 2> C.'()** * '&/, & .)).=:

&< I+,&* * .//*(.+,+ &/* ./ * (*,, .8*,* &)/*& ./'9)&* ,+

S*,.+ 2>8< I+)9* &+ additional eneral o3;ecti#e /*)&* . '&+&*'*+ . ..) /*.9/*>

E&'()*: ?To improve the resource"pupil ratios/ or To ensure ade$uate supply of school resources/.

< I+)9* specific o3;ecti#es 9+*/ * &8.*'*+,.+* &,,.+&) *+*/&) .8*,*(*/&,+,+ . * .)).=,+ (*,, /&,.:

o C)&/..'-(9(,) /&,.

o S*&-(9(,) /&,.o T.,)*-(9(,) /&,.

o T*&*/-(9(,) /&,.

o T*8..0-(9(,) /&,.

Example of specific o!ective+ To improve the classroom"pupil ratio/.

< S* .//*(.+,+ &/* ./ * &8.*'*+,.+* /&,.>

T* '&/, .+ O8*,* &+ T&/* ./ .*/+&+* .9) +.= 8* & .)).=:

2+


30/41


31/41


B&* .+ * ,9&,.+ . )*&/+*/ &+ * /*9) . **/+&) &+ ,+*/+&) &+&), *&8),* ,+ *&/),*/*,.+ * P)&++,+ *&' =,)) &* .'* 9( =, & setof strateies to 3e pursued 3% the school andcommunit% in order to achie#e the o3;ecti#es andtarets.

Time allotment

2 .9/

Acti#ities

'reparator% Acti#it%

(nstruction to the school head2

1> B*./* * *,.+ ./ **+ 8*./* * &/ . * SIP =./0.( 9 * .)).=,+ '*. . ./'9)&,+ /&*,* &+ .),+ (/.8)*':

• S/*+-W*&0+*-O((./9+,,*-T/*& ;S>W>O>T>< A+&),> )5ee Annex 5-A -

• F./* ,*) &+&), )5ee Annex 5-B -

• T* ?W@ D,&/&' )5ee Annex 5-C]

2> C..* * '*. =, .9 ,+0 , '. &((/.(/,&* ./ * T*&' . 9*> Y.9 '& &). ..*.*/ '*. & &/* +. ,+ * &8.* ),>

Acti#it% 82 (ntroducin Strate% Formulation

1> S&* * .8*,* &+ *(** .9(9 . * *,.+> E'(&,* * .)).=,+:

• A /&* , & 8/.&) &* ,+*/*+,.+ . &,** &+ .9.'*

.8*,* &+ &/*> I , ,'()*'*+* /.9 .+* ./ './* (/./&' &+(/.*> E&'()* . /&*,* &/* & .)).=:

o C&(&, 89,),+

o I+/&/99/* **).('*+

o C.''9+,&,.+ &+ &.&

o N*=./0,+

o R**&/

• I+ , *,.+ =* =,)) 8* ./'9)&,+ /&*,* ./ *& . * /** ;3<

0* .9.'*: &* . 9&), &+ .*/+&+* . B&, E9&,.+>

3"

SS(ON 62

ORM"LAT(N!

TRATE!(ES


32/41

Acti#it% 92 Formulatin Strateies>

2> P/.** =, * *)** '*. . ./'9)&,+ /&*,*>

NOTE: D9/,+ * **/,* * T*&' '& 8* ,*+,,+ (*,, ,+*/*+,.+ & * )**) . (/./&' (/.* ./ &,,,* /&*/ &+ /&*,*> L, .=+ =&**/ ,*& , 8/.9 .9/*&/)* . * )**) . ,+*/*+,.+> E+.9/&* * T*&' . /&= & '9 ,*& & (.,8)*>

3> P/.* * .9(9 9,+ * .)).=,+ *'()&*:

081!ENERAL OB@ECT(*E

091S'EC(F(C

OB@ECT(*ES

041STRATE!(ES

051'RO!RAMS<

'RO@ECTS<

ACT(*(T(ES

(ccess

:uality

1overnance

G9,* ,+ ,)),+ 9( * *'()&*

5>1 F./ .)9'+ ;1< &+ ;2

F./ .)9'+ ;3< &+ ;4 A /&* , ,'()*'*+*/.9 .+* ./ './* (/./&' ./ (/.*> A (/./&' ./ (/.*99&)) & & ,,+ ./ ,*+,,+ ,)*>

o A,, " & */ (*,, ,+*/*+,.+ .'(/,,+ & (/./&' ./

(/.*>

F.)).=,+ , &+ *&'()* . .= & *+*/&) .8*,* ).= .=+ ,+. & (*,, &,,:

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G*+*/&) O8*,* " T. ,+/*&* &* . 8&, *9&,.+S(*,, O8*,* " T. ,+/*&* * +9'8*/ . ,)/*+ *+/.))* ,+..)T/*& " M&+ (&/*+ (/**/ *,/ ,)/*+ . =./0 &+ *)& *)&*/ ..),+ *(*,&)) , * &/* 8.S/&* " R*&,+ .9 &+ *9&,+ (&/*+ .+ * ,'(./&+* .

8&, *9&,.+P/./&' ./ P/.* " P&/*+ A.& &+ E9&,.+ P/./&'A,, " D**).( IEC '&*/,&)

5>2 S./ * .9(9 ,+. /&*,* &+ (/./&'(/.*&,,,* &+ (. *' ,+ *&((/.(/,&* .)9'+> K NOTE: T* .9 . * *,.+ , .+ /&*,*> C.)9'+ ;4< ,,'() & '*&+ . (&/0,+ * ,*& =, &/* +. ,+ * )**) . /&*> T** ,*& =,))8* /*,,* ,+ * .)).=,+ *,.+ .+ &,.+ ()&++,+>

5>3 M& * ,*+,,* (/./&'(/.*&,,,* =, * /&*,*> I & (/./&'(/.*&,, & +. .//*(.+,+ /&* ./'9)&* .+*>

JJJ

32


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P/./&' 3

"AL(T,

!eneral O3;ecti#e2

Specific O3;ecti#e 82

Strate% 82

091

'roram Components


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G9,* ,+ (/*(&/,+ * A,.+ P)&+

1> T* ,+&) .9(9 =,)) 8* &+ A,.+ P)&+ .+,,+ . /** ;3< * . * &8.* *'()&*:.+* ./ A* .+* ./ 9&), &+ .+* ./ G.*/+&+*>

2> U* .+* *'()&* (*/ (*,, .8*,* &*'*+> R**/ . * .9(9 . S*,.+ 2 & =*))

& S*,.+ 4 A,, 7 ;./ .*/+&+*< ./ * *+*/&) &+ (*,, .8*,*>

3> F./ ?S/&*@ /**/ . * .9(9 . S*,.+ 5>

4> F./ .)9'+ ;1< K?P/./&'@ I*+, & '. 3 (/./&' ./ (/.* +*** . ,'()*'*+* /&*>

• R**/ . * .9(9 . S*,.+ 5> C9)) .9 * (/./&'(/.* & &/* ,+

* ),>

• R**/ &). . * .9(9 . S*,.+ 4 =*/* *,,+ (/./&' =*/*

,*+,,* & /*+> N.,+ * 8*+*, & =*)) & *=*&0+**(/.8)*' *(*/,*+* ,+ ** (/./&' *,* =**/ ..+,+9* ./ ,.+,+9* ,'()*'*+,+ & (/./&'(/.*>

• T,+0 . +*= &+ ,++.&,* (/./&'(/.* &+./ ,+/.9*

,'(/.*'*+ ./ ,++.&,.+ ,+ *,,+ (/./&'(/.*>

5> F./ .)9'+ ;2< K?C.'(.+*+%* A,,,*@ ,+,&* * .'(.+*+ ./ '&./ &,,,*. ,'()*'*+ * (/./&'(/.*>

6> F./ .)9'+ ;3< K?E,'&* C.@ *,'&* * .&) /*.9/* /*9,/*'*+ ;,+ (*.< . * (/./&'(/.* ./ /** *&/ =, , * 9/&,.+ . * SIP>

Esta3lishin the Monitorin and E#aluation Arranement

1> D,9 * Monitorin and E#aluation &//&+*'*+ ./ * SIP>

G9,* 9*,.+:

• H.= . =* *+9/* & * &,.+ ()&+ * ,'()*'*+* &+ *

.8*,*&/* &/* 8*,+ &,**

• W& =,)) 8* .9/ '*&+,' ./ &+ /*9*+ . ** 8&0,+

• S(*,,&)) =. .* =&

Closin the session

1> M&0* & /*&( . =& =& .+* &+ * .9(9 . * /.9(>2> H,), * A,.+ P)&+ & =& ./'9)&*>3> G* * /.9( .+9//*+* .+ * .9(9> A/* &+ 9*,.+,9*.+*/+ 9*,.+ &

'& 8* /&,*>

JJJ

35


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3*


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1> M&0* &+ .*/&)) /*&( . * SIP P)&++,+ W./0.(>P/**+ & S9''&/ . * .9(9 . * =./0.(9,+ * S9''&/ M&/, . * S..)-C.''9+,D&& T*'()&*> ;T* '&/, .9) 8* ,))* 9( 9/,+* 9/&,.+ . * =./0.( & * +**&/,+./'&,.+ &/* *+*/&*><

2> G* * /.9( .+9//*+* .+ * .9(9> A/*&+ 9*,.+,9*.+*/+9*,.+ & '& 8* /&,*>

3> E'(&,* * .)).=,+:

• A*/ , =./0.( =* ;* ..) *& &+ .'* *&*/< =,)) =/,* * SIP

.9'*+ ,*) 8&* .+ * .9(9 & * T*&' & (/.9*>

• T* =./0.( & */* & & .. *+9* ./ ,&).9* &+ .+*+9-89,),+

,+ * (,/, . &/* .*/+&+* 9+*/),+ =, , .9/ .''.+ ,,.+ &+&(,/&,.+ ./ .9/ ,)/*+> L* 9 .+,+9* &+ /*+*+ .9/ .))&8./&,.+.=&/ *+9/,+ & =& =* &* '&((* .9 .**/ =,)) &9&)) * .+*&+ 8/,+ &8.9 /*9)>

4> T&+0 * *&' ./ * =./0 .+*

JJJ

37

SS(ON :2

LOS(N! SESS(ON


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S'EC(F(C OB@ECT(*ESFROM

Baseline

TO 0Taret1

S, 8 S, 9 S, 4

C. "AL(T,

!eneral O3;ecti#e2 3rite the 1eneral @!ective on (ccess developed in5ession 7.

Specific O3;ecti#es and Correspondin Tarets2

S'EC(F(C OB@ECT(*ES

FROM

0Baseline

1

TO 0Taret1

S, 8 S, 9S, 4

2se the outputs in 5ession 7.

D. !O*ERNANCE

!eneral O3;ecti#e2 3rite the 1eneral @!ective on 1overnance (ccessdeveloped in 5ession 7.

Specific O3;ecti#es and Correspondin Tarets2

S'EC(F(C OB@ECT(*ES

FROM

0Baseline

1

TO 0Taret1

S, 8 S, 9S, 4

2se the outputs in 5ession 7 and 8.7.

(((. Situational Anal%sis

A. Situation of Children


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