Merger Feasibility Study for Miputak Central School

Merger Feasibility Study

Prepared for the

Miputak East Central School

and

Miputak West Elementary School

Dipolog City Division

Quezon Ave., Miputak, Dipolog City

Division Merger Team

July 2015

TABLE OF CONTENTSPage

Cover Page

i

Acknowledgments

iii

I. JUSTIFICATION ON THE NEED TO MERGE THE MIPUTAK AST CENTRAL SCHOOL AND MIPUTAK WEST ELEMENTARY SCHOOL TO MIPUTAK CENTRAL SCHOOL

A. Purpose of the Study

1B. Background

3

C. Student Enrollment History and Projections

6

D. Instructional Program

11

E. Staffing

12

F. Extra-Curricular Activities

14

G. Facilities

15

H. Student Transportation

15 II. PROPOSED ORGANIZATIONAL STRUCTURE

16

III. SCHOOL ENVIRONMENT

16

IV. PROPOSED SCHOOL DEVELOPMENT PLAN

17

V. PROPOSED BUDGET

18

The Merger Process

18

Feasibility Study Process

23

Recommendation

23References

24

ACKNOWLEDGMENTS

A study with this purpose and magnitude could not have been accomplished without the support and cooperation of many individuals. We would first like to express our appreciation to the City Division Officials headed by the super dynamic SDS Victorina G. Perez, CEO VI, the Administration and Staff of Miputak East Central School and Miputak West Elementary School as well as their respective General Parent Teacher Association Officials together with their very supportive Baranggay Miputak Officials, for their vision and concern for their children and community by engaging in this study. Discussions about potential mergers of the two sister schools are emotional undertakings, though silently, in the DepEd City Division. However, the teams tasked to commence the merger knew this was important work for the children and the affected schools and they participated vigorously in this critical undertaking.

We also appreciate the leadership and support of the chiefs of the School Governance and Operations Division (SGOD), Dr. Majarani M. Jacinto and the Curriculum Instruction Division (CID), Dr. Amelinda S. Montero with the untiring support of SGOD EPS Pergentino S. Yabres and the City Division Engineer III Christopher Ace B. Bael and other section heads and personnel. These individuals supported this study in every way. They provided the merger team with information, made arrangements for us to work efficiently with them and generously gave of their time to ensure that the study was completed with accuracy and in a timely manner.

We also wish to thank the LGU of Dipolog City under the leadership of the visionary leader, the Honorable City Mayor Evelyn T. Uy and the City Council who met with the City Division officials and passed the resolution granting the merging of the two schools.

To these individuals and all other individuals who assisted the teams in bringing this study to a successful conclusion, we offer our deepest gratitude.I. JUSTIFICATION ON THE NEED TO MERGE TWO SCHOOLS

A. PURPOSE OF THE STUDY

A number of factors are affecting the operation of some public schools in the country today even in our city division. One notable factor is the Department of Educations standards which continue to rise since the implementation of the K to 12 Program three years ago requiring students to do more especially in their performance in the National Achievement Test (NAT)which is the basis of the Performance-Based Bonus (PBB) of the teachers. These standards are driven by a rapidly changing world where more skills than ever before are required in order to be successful in college, the world of work, or both. Consequently, pressures on schools to increase the number of students who successfully complete elementary and Junior high school also continue to mount.

At the same time that communities strive to do more for their students, enrollments in some schools are slowing down. In Miputak East Central School and Miputak West Elementary School maintaining and expanding opportunities for students is an especially significant challenge if student enrollments are on a downward path. This downtrend started after the feeder community was relocated to another baranggay at Galas Relocation Site ten years ago as well as during the later phases who were relocated to Upper Dicayas, Sto. Nio Village, and Sta.Cruz, Olingan.

The third challenge facing these affected sister schools is one of resources. As school heads strive to provide more for their students, financial challenges continue to grow in our nation and in Dipolog City in particular. Our national economy is more precarious than it has been in decades. Though the Philippinesrecorded aGovernment Budget deficitequal to 0.60 percent of the country's Gross Domestic Product in 2014, revenues were behind target by 5 percent while expenditures fell short by 13 percent which means that the Philippines, as reported by Finance Secretary Cesar V. Purisima, continues to stand on firm fiscal footing as we grow at a sustainable pace, owing to the reforms that we have put in place,(Castro, 2015). These gains, however, may be affected this year especially of the financial woes affecting Europe and China recently coupled with the uncertainties engulfing the Middle East and the African continent in terms of peace and order and security. It clearly is time for courageous school leaders to begin discussions about doing business differently. Merging of two very adjacent schools like MECS and MWES would be a courageous act only visionary leaders could do.Last Summer of 2015, the City Division expressed interest in pursuing a study to examine the merger of the sister schools owing to the growing problems these school would inherit years from now. Both the faculty and staff of the two schools expressed also their interest in the merging since both campuses are so adjacent and already headed by one school principal only. The city division then began discussions about a possible two-way merger study that would strictly follow what is ensconced in DepEd Order 40, s.2014, or the Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education mandate. As an alternative, the city division officials planned out ways to pursue a merger feasibility study that would recommend how the sister schools would enter into a formal merger study. It was clear from the outset that the CID and SGOD divisions as well as the Planning and Research section were going to be partners in a subsequent formal merger study. The study was undertaken to determine how the sister schools should pursue the merger. As a result, the following purpose was defined for this study:

Should, from a financial or instructional program perspective, the Miputak West Elementary School enter into a merger study with Miputak East Central School? If yes, how should the merger be smoothly implemented?

On June 15, 2015, the Miputak East Central School and Miputak West Elementary School headed by Mrs. Evelyn R. Jumawan, ESP-III executed a Memorandum of Agreement (MOA) with the Schools Division Superintendent as an important milestone towards the merging of these schools. Why is merger a possible option for these sister schools who are facing the challenges listed above? There are a number of reasons:

Creating central schools with larger student enrollments will allow the City Division the critical mass of students necessary to offer the types of programs that are simply not possible given the smaller enrollments of Miputak West Elementary School, a smaller school;

A larger central school will create some economies of scale that are not possible in a smaller elementary school;

Significant DepEd financial incentives could be in place for merged schools like operating aid incentive. This enhancement would then be maintained for a given period of time as part of the transition period after consolidation;

For a given period of time after the merger, building incentive aid could also be enhanced for the merged schools, to be determined depending on its enrollment status. This makes it financially easier for the new central school, or Miputak Central School, to maintain and enhance its facilities.

It has always been understood that this is a feasibility study of a possible formal merger study conducted in conjunction with the Department of Education. Should this committee give the go-signal for a merger, the required documents stipulated in DO 40, s. 2014 would then be forwarded to the Central Office through channels for approval.

B. BACKGROUND

Baranggay Miputak is one of the 21 political baranggays comprising the City of Dipolog. As of 2009 National Census, Baranggay Miputak has a population of 11,336 spread across 85 hectares of space, thus, the population density for Miputak is 1:74.8239 sq.m.The revenue income of the baranngay amounted to Php 5 757 163.41 with an actual IRA of Php 4 014 270.00 last year. At present, there are two elementary schools created in Baranggay Miputak.

The Miputak East Central School (MECS) and its adjacent sister school, the Miputak West Elementary School (MWES), are both located in the West District. Though located in the financial hub of Baranggay Miputak, the schools are rural in nature. There is no major industry in the area, but it is conveniently surrounded with commercial establishments usually financial banks, lending institutions, food and beverage shops, mall, bus terminal and construction or hardware stores. The vast majority of the property in the vicinity is residential and many of the residents are on fixed incomes. Each of these establishments can be reached using a motorcab, the most convenient public transportation available for the students, teachers and parents (See Figure 1). The merged school is also in proximity with other amenities of the City.

Figure 1. Comparative Map with Other EstablishmentsThe Miputak East Central School was created in 1928. It occupies more than half of the entire block on the north side or about 1.7324 hectares. Created in 1977, Miputak West Elementary School occupies the south part of the block, about one-third smaller at 5,000 sq.m than its sister East Central School. Years ago, both schools largely catered the education needs of the then ever-growing population of its feeder communities along the coastal areas west of the city now replaced with the very famous tourist attraction, the scenic City Boulevard. Figure 2 is a Wikimapia Satellite Image of the entire lot where Miputak East Central School and Miputak West Elementary School are located. Please note that MWES site is inside the MECS lot, one good reason why the two schools should be merged together.

Figure 2. Wikimapia Satellite Image of Miputak East Central School Land Area

Presently, these sister schools are temporarily merged under the management of its Elementary School Principal III, Mrs. Evelyn R. Jumawan. Table 1 shows some highlights between the two schools.The proposed newly merged Miputak Central School is now offering BEC in Grades 5-6, Kinder to Grade 4 and SPED from headstart to Grade 6 for three years now. Last school year, the total pupil enrollment in Miputak East Central School was 1,145 compared to Miputak West Elementary School of 277 pupils only, thus, the pupil:teacher ratio in both school is approximately about 36:1. With regards to the appraised values of the school buildings, the Mother school East Central School buildings were appraised at Php 10,599,780.00 while the school buildings in West Elementary School were appraised at Php 6,356,00.00. Merging these two school would now increase the net worth of the merged school.

Table 1

Important Highlights of Miputak East Central School and Miputak West Elementary School

Highlight Miputak East CSMiputak West ES

Previous Enrollment

SY 2014-2015 1,145277

No. of Teachers

SY 2014-2015318

Appraised Value of School BuildingsPhp10,599,780.00Php 6,356,000.00

Lot Area1.7324 ha0.500 ha

Facilities BEC GR. 5-6, SPED, K-6BEC GR. 5-6, GR. 1-4

The people in the area generally speak Cebuano language, however, there are some who speak Tagalog and some English for there are residents who married foreigners. Our Muslim brothers and sisters, too, also prefer the serenity of the baranggay and feel their coexistence with their non-Muslim neighbors as very cordial.

Through the years, the school has served as a separate unit and has won major awards and distinctions in district, division and regional levels. Table 2 shows some of these awards and distinctions.

Table 2

Academic Awards Received between MECS and MWES

Academic Awards ReceivedMECSMWES

Science Quiz BeeChampion (Gr. 2)-

Nutri Quiz BeeChampion (District, Gr. 6)-

MTAPChampion (District, Gr. 3, 6)-

Table 3

Non-Academic Awards Received between MECS and MWES

Non_Academic Awards ReceivedMECSMWES

Football Champion (Regional)-

Table Tennis2nd Place (City Meet)-

Spot PaintingChampion (District)-

Newswriting (Eng)3rd Place (Regional)

National Schools Press Conference Qualifier-

As the table shows, none of the pupils coming from MWES received awards or distinctions in both academic and non-academic. This is another reason why the merger should be approved.

C. STUDENT ENROLLMENT HISTORY AND PROJECTIONS

All students should basically enroll before they can be officially admitted in any school although DepEd Order mandates that no public school can refuse any pupil wanting to enroll in any public school even without any supporting document or school fees.This is how public enrollment is observed during the enrollment period in all public schools throughout the country. This school year after the opening of classes last June 1, 2015, all school heads must report their enrollment status to the division office on June 5 to provide an initial trend of the current enrollment throughout the country. So how important are these enrollment data in the public schools? Let us examine the enrollment in MECS and MWES in the last three years as reflected in Table 4.

Table 4

Comparative Enrollment of MECS and MWES in the Last Three Years Year LevelMECSMWES

2011-122012-132013-142011-122012-132013-14

Kindergarten116130100---

I242198160656963

II127202188606161

III133128191546254

IV139115137557256

V130142109485965

VI140123125488257

TOTAL91110381010330405356

DECREASE-2.70%-12.10%

Table 4 presents the enrollment in both campuses for the last three years. As shown in the table, both schools experience reduction in enrollment during the school year 2013-2014 where MECS got a -2.70% enrollment compared to -12.10% for MWES. This reduction coincided with the relocation of the affected families displaced during the latest phase development and expansion of the City Boulevard.

As revealed in the table, public school enrollment is largely reflective of demographic changes in the population. During the school year 2010-2011, using much earlier data of enrollment in both campuses, Figure 3 shows a downward trend in their enrollment record which indicated a sudden change in the demography of the feeder communities. Upon closer look, this reduction in the enrollment trend also coincided with the relocation of residents affected by an earlier phase development of the City Boulevard where majority of the families of these children lived. This implies that demographic changes in the population indicate the overall changes in public school enrollment as well as changes in public school enrollment within grade levels due to man-made factor. This suggests another reason why these schools should be merged.

Figure 3. Six-Year Enrollment Track of Miputak East CS and Miputak West ES

Accurate enrollment projections are essential data for the City Divisions long range planning. Virtually all aspects of division or school operation including program, staffing, facilities, and finances are related to the number of students enrolled. For this reason, updated enrollment projections are crucial and serve as the first aspect of analysis for this study. Please consider the enrollment projections for the proposed merged school, the Miputak Central School in five years beginning this school year 2015-2016 to school year 2019-2020 as shown in Table 5. The projected enrollment shown in Table 5 follows the commonly used formula among Planning officers which is the addition of 2.2% from the previous year and succeeding school years. Table 5

Miputak East Central School (School ID#125974) and Miputak West Elementary School (School ID#125975) Current and Projected Enrollment for Five (5) Years, By Grade Level as Merged

GRADE LEVEL

SY 2015-2016SY 2016-2017SY 2017-2018SY 2018-2019SY

2019-2020

Kindergarten121124126129132

Grade 1195199204208213

Grade 2189193197202206

Grade 3200204209213218

Grade 4245250256262267

Grade 5225230235240245

Grade 6173177181185189

Total134813787140814391471

The procedure stated above is just one example in projecting student enrollment. Projecting student enrollments is referred to as the Cohort Survival Methodology. This methodology is highly reliable and is the most frequently used projective technique for making short term division enrollment projections. Ideally, or based from international standards, to calculate enrollment projections, the following data and procedures are used:

Six year history of district enrollment by grade level

Calculation of survival ratios by grade level

Kindergarten enrollment projections based on resident live births

How to use the survival ratio? A survival ratio is obtained by dividing a given grades enrollment into the enrollment of the following grade a year later. For example, the number of students in grade 3 in any year is divided by the number of students in grade 2 of the previous year. The ratios indicate the proportion of the cohort surviving to the following year. Cohort refers to the enrollment in a grade for a given year.

Using grade-to-grade survival ratios, an average of these ratios for each cohort progression is obtained. This average is referred to as an average projection survival ratio. This ratio is then multiplied by each current grade enrollment to obtain the projected enrollment for the next successive year. The multiplicative process is continued for each successive year. Let us take a look on how this method will work out compared to the actual enrollment in each campus as presented in Table 6.

Table 6

Projected Enrollment vs Actual Enrollment in MECS and MWES Using the Grade-to_grade Survival Ratio

School YearMECSMWES

NENPNANENPNA

2010-11807852804392390358

2011-12804899897358388337

2012-13897897948337386405

As reflected in the table, projected enrollment, NP, is way too high compared to the actual enrollment, NA,during the first two school years in MWES campus but almost the same for MECS in the next two school years with NP = 948 and NA = 944 while in MWES, NA exceeds that of NP by about 5%. This implies that grade-to-grade survival ratio as projective technique to project future enrollment does not work well for MWES but predictive for MECS. This means that either formula gives us only a possible glimpse of what the enrollment would be into the future in an ideal setting provided the feeder communities of the school are not displaced either by natural or man-made factor.

In addition, survival ratio is also another projective technique useful in projecting student enrollment. Survival ratios usually have values close to one, but may be less than or greater than one. Where the survival ratio is less than one, fewer students survived to the next grade. Where the survival ratio is greater than one, more students survived to the next grade. Grade-to-grade survival ratios reflect the net effects of deaths, dropouts, the number of students who are home schooled, promotion policies, transfers to and from nonpublic schools, and migration patterns in and out of the school division.

Since estimating births introduces a possible source of error into the model, it is advisable to limit enrollment projections to a period for which existing data on live residential births can be used. This means that enrollment projections are possible for five years into the future for the elementary grades, which is usually sufficient for most planning purposes. Beyond that point, the number of births must be estimated and the projective reliability is greatly reduced. Enrollment projections for grades 7 and 8 and for grades 9-12 can be projected for ten years into the future.

Live birth data is then compared with the kindergarten enrollment five years into the future. As demonstrated in the sample chart below, babies born in 2015 will be in kindergarten in 2020-21, babies born in 2016 will be in kindergarten in 2021-22, and babies born in 2017 will be in kindergarten in 2022-23. The ratio of live births to kindergarten enrollment for the past three years is shown in the following chart:

Table 7

Sample Calculation of Average Live Birth to Kinder Ratio

Calculation: Average Live Birth to Kindergarten Ratio

YearLive birthsSchool year five years afterCorresponding K enrollmentLive birth K enrollment correlation

2015672020-21570.85

2016792021-22680.86

2017892022-23620.70

Three year average live birth K correlation0.80

Unfortunately, the local DSWD does not have any updated records of live births for Baranggay Miputak so using this method to project the future enrollment at both campuses beginning this school year 2015-16 for five years or ten years into the future could not be concretely demonstrated.

There are other ways to determine the projected enrollment besides the methods discussed above but are not relevant anymore for further discussion in this study.

Another important factor that reflects the performance status of a school is through the performance indicators. This is revealed in the following table.

Table 8 reveals that MWES has lower enrollment rate in all three school years compared to MECS. Significant highlight in the table is the Teacher-Pupil ratio of MWES which is 1:28 in Primary, way too small compared to 1:36 for MECS. With regards to survival rate, remember that survival ratios should have values close to one, but may be less than or greater than one. Where the survival ratio is less than one, fewer students survived to the next grade. Where the survival ratio is greater than one, more students survived to the next grade. MECS survival rates are between 0.90-1.10 which means many pupils survived to the next grade compared to MWES which is between 0.0002-0.010. This finding also shows another reason why MWES should be merged with MECS to create the Miputak Central School.

Table 8

Performance Indicators for Miputak East Central School and Miputak West Elementary School in the Last Three School Years

Performance IndicatorsMECSMWES

2011-122012-132013-142011-122012-132013-14

Enrollment Rate0.070.080.080.000310.000280.0021

Participation Rate0.210.180.200.0300.000270.010

Survival Rate0.981.131.070.00630.0070.0080

Retention Rate0.980.900.940.100.00920.0094

Transition Rate0.981.020.960.920.910.94

Repetition Rate000000

Completion Rate1.0450.8481.000.680.700.80

Promotion Rate1.001.001.001.001.001.00

Drop-Out-Rate00.00040.001000

Failure Rate000000

Teacher Pupil Ratio1:381:341:331:311:291:35

Teacher-Pupil Ratio (Primary)1:421:381:361:321:301:28

Teacher-Pupil Ratio (Intermediate)1:341:291:301:331:291:41

D. INSTRUCTIONAL PROGRAM

Next factor to look into is the instructional program offered in each school. In the instructional supervision report of the school head, she reported that the supervision of instruction by the school head is designed for a developmental process to help improve the instructional program and teaching because the pupils learning is the main concern of the school. The essential function of any school is to educate the students who attend that school.

An important activity in analyzing these two merged schools is to compare the curricular offerings that they provide to their students. Ideally, a newly-merged schools reorganization should not only maintain the level and quality of the education in each of the original schools but also enhance and/or expand it. However, in the case of the merging between Miputak East Central School and Miputak West Elementary School the instructional program offering is not affected since both schools have the same program except for the SPED program which is already offered in Miputak East Central School. This two-school, one-principal management for the proposed Miputak Central School was created on July 11, 2013 as reflected in the assignment order of its present principal by the Schools Division Superintendent. Hence, the merging of these schools will not be affected during the transition period.

At present, the merged school is implementing the Basic Education Curriculum in Grades 5-6 and is also implementing the K to 12 Basic Education Curriculum from Kindergarten to Grade-4 and SPED class (fast learners).

The merger team understands that there is more to analyzing the depth and breadth of a grade school curriculum than comparing course titles. Both schools in this study deserve recognition for their curricular commitment to the young people in their communities.E. STAFFING

A review of the curriculum listing by subject area with enrollment charts and the projected student enrollments indicates that the possible merger could lead to a more efficient instructional staffing. When either of the two sets of these schools populations is consolidated, existing small class enrollments, especially those below 30, would be absorbed by corresponding larger enrolled classes, assuming no scheduling obstacles. The same thing will happen to the existing teachers in both schools: a larger school would have more teachers bringing with them their items and highest educational attainment as illustrated in Tables 9-11.Table 9

Highest Educational Attainment of Existing Faculty and Combined Faculty Force

Highest Educational AttainmentMECSMWESCombined Faculty Force

NP (%)NP (%)NP (%)

Post-Graduate0-0-0-

CAR Doctoral13.20-12.56

Graduate26.50-25.13

CARMA516.1337.5820.51

College 2374.2562.52871.80

TOTAL31100.08100.039100.00

An initial review of the staffing implications leads to the possible addition of teachers in the new merger. A more detailed analysis of the effect on staffing would be completed as part of a formal merger study. Let us take a look at the staffing of both schools as reflected in their respective School Form 7 (SF-7) ending March 30, 2015.

Table 10

Plantilla Positions of Teachers in MECS and MWES

Plantilla PositionsMECSMWES

NP (%)NP (%)

MT-213.20-

MT-113.2225

T-31238.7450

T-239.70-

T-11445.2225

TOTAL31100.08100

Table 11

Plantilla Positions of Teachers when MECS and MWES are Merged

Plantilla PositionsMiputak Central School

NP (%)

MT-212.56

MT-137.70

T-31641.02

T-237.70

T-11641.02

TOTAL39100.0

As what Table 11 shows,the distribution of teachers in the merged school would be more beneficial to them because four Master Teachers will be assisting the school head in mentoring the other 35 teachers. This means that there will be one Master Teacher for every nine teachers. If this is adopted after the merging, the instructional expertise of the MTs will be shared efficiently to these teachers because this ratio is a very manageable number.

F. EXTRA-CURRICULAR AND INTERSCHOLASTIC ACTIVITIES

The involvement of students in extra-curricular activities is an important aspect of any school in the Division. Extra-curricular activities play an important role in supplementing the instructional program by allowing students the opportunity to expand their horizons of learning and to showcase talents they possess in areas other than in the classroom. Research has consistently shown that students who are involved in extra-curricular activities have a greater likelihood of being successful in school. These students also have a greater probability of completing their school experience and acquiring a high school diploma. The availability of extra-curricular opportunities for students increases as the size of the school increases. There are more clubs and other activities in which students can participate in a larger school than in a smaller school. While opportunities to participate are greater in a larger school, the competition to participate in any single activity will also increase. We have looked at the extra-curricular activities in each school as revealed in Table 2 and 3 above. The following is a summary of the other awards received by the merged school last year (Table 12).

Table 12

Other Awards and Distinctions Received Last Year When the Two Schools were Merged

School AccomplishmentAwards or Distinctions

Science Quiz Bee (Gr. 2, 3)1st Place (District Level)

Science Journalism1st Place (Division Level)

MTAP2nd Place (Division Level)

Newswriting (English)3rd Place (Regional Level)

Gymnastics (Boys)1st Place (District Meet)

Table Tennis1st Place (District Meet)

Table 12 clearly shows the advantage of a larger school in terms of awards and distinctions. This is precisely what will come out because a larger number of opportunities would be available to the students because of the newly created, larger student population base. Merging of MWES to MECS could bring about the opportunities that MWES is seeking for its students.G. FACILITIES

The proposed Miputak Central School is located along the National Highway of Quezon Avenue just within the heart of the community of Miputak. The natural setting of the school is used for an outdoor program in the community. Within the school property is also the City Schools Division Office.

The present buildings at Miputak Central School comprise several classrooms that could sufficiently accommodate pupils coming from MWES even without utilizing the vacated classrooms in the MWES. The Merger Team found out that there are actually sufficient number of classrooms for Miputak Central School. In fact, there are existing rooms now owned by MECS which are currently used for Principals Office, DepEd Clinic, ALS Office, Division Supply Office, MSEPK Room, Canteen and computer rooms besides those other rooms used as classrooms. The school management proudly boasts of having all well-ventilated rooms ensconced in a cool and safe climate making them very conducive for learning. The home-like environment and the individualized attention given to each pupil combine to make a warm, caring atmosphere where the children can blossom in the merged school.

Another important asset of the merged school is its covered court. Its big covered court is conveniently located inside the campus which has been used on many occasions whether district or division level activities. In fact, City Division World Teachers Day Celebrations were always held in this covered court. Merging the two schools, indeed, would not result to lack of facilities or inconvenience as a result of the expected influx of students coming from the smaller MWES. These MWES students, in fact, could now also enjoy the amenities at MECS which they have not enjoyed in their former school.

H. STUDENT TRANSPORTATION

A review of the school map shows that MWES is considerably smaller than MECS. Since the two campuses are very adjacent to each other separated only by a concrete perimeter fence, transportation of the affected MWES students will not be affected. The motorcab fare would just be the same and in fact it is more accessible already because the entrance gate of the proposed Miputak Central School is facing the Quezon Avenue highway. II. PROPOSED ORGANIZATIONAL STRUCTURE

Figure 5. Proposed Organizational Structure of Miputak Central School

III. SCHOOL ENVIRONMENT

Figure 4 shows the aerial view of the two campuses. The school environment of the proposed Miputak Central School would be very conducive for learning once these schools are merged.

Figure 4. An Aerial View of the School Environment

IV. PROPOSED SCHOOL DEVELOPMENT PLAN

V. PROPOSED BUDGETARY REQUIREMENT

In an era of aggressive public education reform, it is important to ask not only whether new initiatives are effective in raising student achievement, but also how they can best maximize current investments in teaching and learning.

Aside from funding for school property, government money for public schools comes in two main 'parcels'. One issalaries of all teachers and the other is operational funding. Will these two important parcels of budgetary allocations be affected by the merging of the school? The answer is NO. Table 13 shows the MOOE of each school and the proposed budget for the merged Miputak Central School. The existing MOOE funds for each school will be combined for the new proposed Miputak Central School.

Table 13

Existing MOOE Funds of MECS and MWES when Used as the Proposed Budgetary Allocation for Miputak Central School

Source of FundMECSMWESProposed Miputak Central School Budget

MOOEPhp459,600.00Php240,000.00Php699,600.00

The table reveals that the day-to-day operations of the proposed Central School could be financed using the existing MOOE of the two schools, provided, however, that this scheme is in line with the existing auditing rules and regulations.

THE MERGER PROCESS

The merger feasibility study has now been completed and presentations on the study will be made to the Region. Ample opportunity for questions and answers will be provided by the Division Team headed by the SDS to the Regional Office responsible for the approval of school merger or establishment based on the requirements laid out in DO 40, s. 2014 otherwise known as the Revised Guidelines on the Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of School Annexes in Basic Education. It aims to provide comprehensive guidelines to streamline, synchronize and update the aforementioned work processes. The systems and procedures including the criteria set therein shall be used as guide by the DepEd Central and Field Offices/Units as well as the Department's external stakeholders to ensure that schools to be merged are in accordance with DepEd quality standards to enhance the delivery of basic education. In this regard, the Merger Team tried its best to comply with all the requirements herein enumerated below:

FEASIBILITY STUDY PROCESS

When the Division Merger Team agreed to undertake this feasibility study, we understood the importance of establishing objective criteria for our decisionmaking. We understood and appreciated the interest of the school head and her teaching force during the interview in considering the benefits of merger. In any scenario, Miputak West Elementary School would be the school to merge with Miputak East Central School, the former being a smaller school. Our task was to make a recommendation as to the other. In doing so, we understood that our decision would please both school. Thus, we recognized the importance of establishing fundamentally sound decision-making criteria at the outset. This is of course solely based on DO. 40, s.2014.

Although this is a merger feasibility study, rather than a formal merger study, it addresses the same range of independent school functioning, but not to the same depth. Accordingly, it addresses the background of the two schools, enrollment history and projection, instructional programs, extracurricular activities, athletics, staffing, transportation, and finance. Consistent with the stated purpose of the study, the priority for developing our recommendation would be to give instructional program and financial implications the greatest weight, assuming no significant difference in the other areas. The recommendation then pivots primarily on the comparison of the instructional program and financial implications between the two schools. The comparative financial implications, as expected, were relatively equivalent. Hence, potential merging is practical and timely.RECOMMENDATION

The Division Merger Team, after careful consideration of all requirements stipulated in DO 40, s. 2014, highly recommended that the merging of Miputak East Central School and Miputak West Elementary School is economically sound and beneficial to both teachers and pupils and that no individual would be displaced or disadvantaged or compromised as a result of the merger.

Reference:

DO 40, s. 2014

http://www.interaksyon.com/business/106774/underspending-keeps-philippines-2014-budget-deficit-below-ceilinghttp://wikimapia.org/#lang=en&lat=8.583965&lon=123.338211&z=17&m=b&show=/18544392/Miputak-East-Central-Schoolhttp://www.minda.gov.ph/index.php/products-and-services/statistical-reference/vital-and-health-statisticsAdditional Photo Image: The Scenic Dipolog City Boulevard, courtesy of www.flickr.com.