Project Rendaw Better Education Through Community Action

Upi , Maguindanao

Karunungan, “Rendaw” (Liwanag)

para sa Kinabukasan ng mga Kabataan

Upi Profile

Upi is located in the Province of Maguindanao in ARMM

53,583 populace (NSO 2015) : Teduray lumads 44%, Moro 23%, Luzon/Visayas Settlers 33% (Ilonggo 17%, Tagalog 7%,

Cebuano 3%, Ilocano 2%, other ethnic groups 4%)

Area = 74,295 Hectares 23 landlocked barangays

Brief Description of

Project Rendaw

Project Rendaw is a collaborative project

among the Local Government Unit of Upi,

Synergeia Foundation (USAID’s

implementing partner), and the Department

of Education– Upi North and Upi West

Districts with financial support from the

USAID.

The mission of Project Rendaw is to develop

reading proficiency among grades 1-3

students in Upi North and West Districts and

envisions at the short term, that 70% of

students at this level attain Reading

proficiency.

To ensure quality performance in Reading,

Project Rendaw adopts a unique tri-people

strategy in building a community that will be

conducive in achieving this goal.

Mission and Vision

Project Objectives:

1. Consistent assessment of performance in

Reading of primary school children in the

public school of Upi and determine areas

for strategic interventions;

2.Mobilize Community Support for

Education;

3. Implement Innovative and Community-

based Measures and Reforms in the

following key result areas:

Local School Board

Parents’ Involvement

Teachers’ Preparations

Teaching Methods

Curriculum

Instructional Materials

Cultural Integration

Barangay School Boards

4. Develop mechanisms to sustain the

gains in community stakeholdership;

5. Identify alternatives to generate

resources for project’s continuity.

Strategies:

1. Reinvention of the Local School Board of

Upi towards the formation of an integrated

policy and planning system to include

Transparency in budgeting process,

procurement and decision-making for local

education reform plans;

2. Provision of opportunities for

community-wide participation in planning

and evaluation, and dissemination of

information using the community radio,

parents and assemblies.

3. Capacity-building of parents, teachers,

as well as local government officials

(municipal and barangay level) and

village reading sessions for students.

4. Partnership with civil society to

generate resources and expertise.

Program Implementation

• Synergeia Orientation • Mayor Ramon A. Piang, Sr., SB member Bonifacio Paragas,

District Supervisor Wilfredo Ibañez, were invited to Tagaytay thru Notre Dame of Marbel University to join Synergeia Foundation orientation to Reinvent the School Board – September 18, 2004

• Organization of Project Rendaw’s Project Management Team

• Orientation of Project Management Team & Existing School Board

• Goal setting

• Formulation of Strategic Education Management Plan

• Assessment of Education Status • Assessment of all Grade 1 pupils

• Assessment on the status of education support facilities

• Commitment support of all Grade 1 Teachers, DepEd Local Officials and LGU

• Processes in the conduct of assessment tests

• Conduct training of teachers on Reading conducted by Synergeia Foundation and Notre Dame of Marbel University

• Conduct of education summit

• All stakeholders were present

• Grade 1 teachers/district staff Parents Teachers Community Association, parents, school heads, school nurses, barangay officials

• State of Education Address

• Local Chief Executive statement on the present education status

• Venue to level-off goals for education reforms for the whole municipality

• Commitment setting of all stakeholders

• Guide Questions

• What are your dreams for your children in school?

• What factors hinder these dreams from coming true?

• What can we do as an individual to help improve the learning performance of our children?

Then Naga City Mayor the late Sec.

Jesse Robredo during the

Education Summit

Then US Ambassador Francis J.

Ricciardone during Project Rendaw

Launching

School Board

Child Increase

Academic

Achievement

D E P E d

Sch.

Admin. Provides

Instruc-

tional

Supervisi

on and

administra

tive

Compe-

tence

Mayor/District Supervisor/LSB

Member: * Provides Resources

Mu

n./

Brg

y &

SK

. Offi-

cia

ls:

Pro

vid

es R

esourc

es

• Full commitment and

support to the

education of their

children. • Active involvement of

parents in school

programs and activities • Home visitation Regular follow up of

pupils’ assignment •Institutionalized

feeding program •Improve study habits

at home

• Allocate LSB Fund for education • Prioritize needs of schools • Recognize schools with high MPS • Expanded LSB to Barangay level • Full LSB Support to school projects /programs

• Provides conducive

learning environment • Close supervision of

teachers • Provides instructional

assistance to

teachers • Provide activities for

values reorientation • Conduct regular

supervision • Departmentalize class

program

• Regular attendance of teachers • Sustainable remedial class in core subjects • Commitment and dedication towards work • Competent teachers • Develop positive attitude of pupils towards learning

• Support the school

program/projects • Allocate SK budget

to education • Allocate 15% of 20%

Brgy. Dev’t. Fund. • Create Barangay

School Board

Teacher: Provides Instructional Competence

LGU / N G O

PTCA /

Comm

Parents * Provides

Resources & Support

Framework

Education Summit Targets:

• 7 out of 10 grade 1 pupils should be readers

• 7 out of 10 grade 1 pupils can finish Elementary

• 6 out of 10 grade 1 pupils can finish High School

• 6 out of 10 grade 1 pupils can finish College

• LGU has institutionalized the Project Management Team to manage educational reforms of the municipality

• High level of consciousness of LSB members on the significance of their roles.

Project Gains:

Innovation of Local School Board

TRADITIONAL Empowered

Functions:

Budgeting

Authorized SEF disbursement

Advisory, i.e. change in name

of public schools

Endorse promotion of

education officials

Functions:

Capacity building

Performance measurement

Resource mobilization and

allocation (SEF)

Procurement of SEF-funded

services (teachers, instructional

materials)

Promoting participation

Policymaking

Organization & Membership

Eight-man board loaded in

favor of the local government

unit (LGU)

Organization & Membership

Eight-man board (with voting rights)

9 Non-voting representatives

(private schools, business sector,

media, CSO, Religious, Women)

• The community now realize that education is not only the work of the teachers/the municipality/the province but is the concern of all stakeholders.

• SEF is now being utilized purely for education reforms/concerns

• Special Education Fund (SEF) is now geared towards the output of the education summit.

• Involvement of children in the tax campaign as talents/voice-overs in DXUP, Upi’s community radio.

• Resource mobilization thru coordination

with The Asia Foundation (TAF) on Real

Property Tax System (RPTS) campaign

program

• Parents realized that SEF is the budget

for the Project Rendaw Education

Reform Program – they now help in the

campaign for the payment of real

property tax in the community

YEAR TOTAL SEF COLLECTION

2004 205,495.12

2005 237,782.70

2006 285,930.06

2007 455,250.29

2008 495,336.39

2009 642,136.86

•Increase of SEF through the increase of

RPT collection

• Provided LGU alternative strategies for resource generation.

• 1:1 pupil-workbook ratio.

• Twenty-three (23) barangay school boards have been organized to coordinate education activities for in and out-of-school youth.

• Developed and contextualized training

programs for parents based on the

T’duray dialect.

• Expansion program through the

Expanded Local School Board to include

Out-of-School –Children and Youths

(OSCY) (Livelihood Training and

Alternative Learning Systems).

• Parent leaders have conducted the

training of other parent leaders in 10

other municipalities in ARMM, scaling up

its program on responsible parenting to

reduce dropouts and improve academic

performance of children.

Pre-primer Primer First reader Second Reader Third Reader

2005 86.59 7.06 4.79 1.44 0.12

2006 53.94 18.62 16.69 9.56 1.17

2007 15.83 22.94 22.07 30.92 8.22

0

10

20

30

40

50

60

70

80

90

100

Improvement in the Sight Reading Skills of Upi Children from 2005-2007, in percent

2005

2006

2007

• Project Rendaw resulted in an increase

in the number of readers from 2 out of

10 in 2005 to 8 in 2007.

• The number of children with advanced

reading skills increased from only 0.2

out of 10 to 8 in 2007.

• Assessment test was checked/analyzed

by Synergeia Foundation.

Specific Outputs:

• Expanded and Strengthened the Local

School Board

• Organized 23 Barangay School Boards

• Conducted 1 Municipal Education Summit

• Conducted 23 Barangay Education

Summits

• Conducted 3 Annual Reading Assessment

Tests

• From 2005-07, 5,452 Math and English

Workbook were distributed annually to

Grades 1 to 3 students

• Conducted 4 series of Math trainings to all

Grade 1-6 teachers

• Conducted 4 series of English trainings to

all Grade 1-6 teachers

• Conducted 3 series Mentors training to

selected Grade 1-6 teachers

• Conducted 3 series of

on-site mentoring

sessions to all Grade

1-6 teachers

• Conducted 4

educational tours to

Kabacan, Cotabato

and Davao City

• Conducted 12 cluster trainings to parents

• Conducted 2 core group trainings to

parent-leaders

• Conducted series of parenting sessions to

all 35 schools.

• Constructed/ Created 46 Community

Learning Centers

• Construction of 2 units 2- classroom

school building.

• Distributed instruction materials annually

to all teachers

• Screened and hired 6 Teacher-Aides from

SEF funds

• Formulated 23 Barangay Education

Report Card

• 766 OSYs

graduated from

Basic Literacy

• 406 OSYs

graduated from

Livelihood

training

Livelihood trainings:

Thank You

Fiyo Bagi

Sukran!!

“It takes a village to raise a child” African Proverb