implementation status & results - world bank€¦ · national achievement test scores in grade...

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Report No: ISR8679

Implementation Status & ResultsPhilippines

National Program Support for Basic Education (P094063)

Operation Name: National Program Support for Basic Education (P094063) Project Stage: Implementation Seq.No: 9 Status: ARCHIVED Archive Date: 24-Dec-2012

Country: Philippines Approval FY: 2006

Product Line: IBRD/IDA Region: EAST ASIA AND PACIFIC Lending Instrument: Sector Investment and Maintenance Loan

Implementing Agency(ies):

Key DatesBoard Approval Date 20-Jun-2006 Original Closing Date 31-Dec-2011 Planned Mid Term Review Date Last Archived ISR Date 10-Apr-2012Effectiveness Date 01-Jan-2007 Revised Closing Date 31-Dec-2012 Actual Mid Term Review Date 09-Nov-2009

Project Development ObjectivesProject Development Objective (from Project Appraisal Document)

The project development objective is to improve quality and equity in learning outcomes for all Filipinos in basic education.

Has the Project Development Objective been changed since Board Approval of the Project?

Yes No

Component(s)

Component Name Component Cost

Strengthened School-Based Management 68.00Improved Teaching Effectiveness 21.00Enhanced Quality Assurance through Standards, Assessment and Support 108.50Effective Resource Mobilization 2.00

Overall RatingsPrevious Rating Current Rating

Progress towards achievement of PDO Moderately Satisfactory Moderately SatisfactoryOverall Implementation Progress (IP) Moderately Satisfactory Moderately SatisfactoryOverall Risk Rating Moderate Moderate

Implementation Status OverviewThe project is on track to close by 31 December 2012. Most of the deliverables in the four project components were achieved, and positive results were recorded in some of the outcome indicators, such as elementary participation rate, secondary cohort survival rate ,completion rate and dropout rate. National Achievement Test scores in Grade 6 overall and in the five core subjects showed significant increases over the six year period of the project, although in absolute terms, this was still below the desired levels. Secondary

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participation rate continued to exhibit low performance vis-a-vis original targets set by the government six years ago. With the introduction of two years of senior high school in four years, it is important to intensify efforts at this time to address this problem.

LocationsCountry First Administrative Division Location Planned Actual

Philippines Zamboanga Peninsula Province of Zamboanga del Sur

Philippines Zamboanga Peninsula Province of Zamboanga del Norte

Philippines Not Entered Zamboanga City

Philippines Not Entered Zamboanga City

Philippines Central Luzon Province of Zambales

Philippines Ilocos Vigan

Philippines Calabarzon Valenzuela

Philippines Ilocos Urdaneta

Philippines Ilocos Urdaneta

Philippines Cagayan Valley Tuguegarao

Philippines Cagayan Valley Tuguegarao

Philippines Not Entered Toledo City

Philippines Central Luzon Province of Tarlac

Philippines Central Luzon Tarlac

Philippines Calabarzon Tanza

Philippines Central Visayas Tanjay

Philippines Not Entered Tangub City

Philippines Calabarzon Tanauan

Philippines Central Visayas Talisay

Philippines Davao Tagum

Philippines Not Entered Tagbilaran City

Philippines Soccsksargen Tacurong

Philippines Not Entered Tacloban City

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Country First Administrative Division Location Planned Actual

Philippines Bicol Tabaco

Philippines Caraga Province of Surigao del Sur

Philippines Caraga Province of Surigao del Norte

Philippines Not Entered Surigao City

Philippines Autonomous Region in Muslim Mindanao Province of Sulu

Philippines Soccsksargen Province of Sultan Kudarat

Philippines Eastern Visayas Province of Southern Leyte

Philippines Davao Province of South Cotabato

Philippines Bicol Province of Sorsogon

Philippines Bicol Sorsogon

Philippines Central Visayas Province of Siquijor

Philippines Not Entered Silay City

Philippines Davao Sarangani

Philippines Calabarzon Santa Rosa

Philippines Not Entered San Pablo City

Philippines Central Luzon San Jose del Monte

Philippines Not Entered San Carlos City

Philippines Not Entered San Carlos City

Philippines Eastern Visayas Province of Samar

Philippines Davao Samal

Philippines Western Visayas Sagay

Philippines Not Entered Roxas City

Philippines Mimaropa Province of Romblon

Philippines Calabarzon Province of Rizal

Philippines Cagayan Valley Province of Quirino

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Philippines Not Entered Province of Quezon

Philippines Not Entered Quezon

Philippines Not Entered Puerto Princesa City

Philippines Calabarzon Pateros

Philippines Western Visayas Passi

Philippines Not Entered Pasig

Philippines Not Entered Pasay City

Philippines Ilocos Province of Pangasinan



Philippines Davao Panabo

Philippines Central Luzon Province of Pampanga

Philippines Mimaropa Province of Palawan

Philippines Not Entered Pagadian City

Philippines Not Entered Ozamis City

Philippines Not Entered Oroquieta City

Philippines Not Entered Ormoc

Philippines Not Entered Olongapo City

Philippines Central Luzon Province of Nueva Ecija

Philippines Central Luzon Province of Nueva Ecija

Philippines Eastern Visayas Province of Northern Samar

Philippines Central Visayas Province of Negros Oriental

Philippines Western Visayas Province of Negros Occidental



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Philippines Not Entered Naga City

Philippines Central Luzon Munoz

Philippines Northern Mindanao Province of Misamis Oriental

Philippines Northern Mindanao Province of Misamis Occidental

Philippines Mimaropa Province of Mindoro Oriental



Philippines Not Entered Metropolitan Manila




Philippines Bicol Province of Masbate

Philippines Bicol Masbate

Philippines Mimaropa Province of Marinduque

Philippines Not Entered Marikina

Philippines Not Entered Marawi

Philippines Not Entered Mandaue City

Philippines Not Entered Mandaluyong

Philippines Davao Malapatan

Philippines Not Entered Makati City

Philippines Autonomous Region in Muslim Mindanao Province of Maguindanao

Philippines Davao Lupon

Philippines Not Entered Lucena City

Philippines Bicol Ligao

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Philippines Bicol Ligao

Philippines Cordillera Administrative Region Licuan

Philippines Eastern Visayas Province of Leyte

Philippines Not Entered Legaspi City

Philippines Ilocos Province of La Union

Philippines Western Visayas Laua-an River

Philippines Western Visayas Laua-an River

Philippines Calabarzon Las Pinas

Philippines Not Entered Lapu-Lapu City

Philippines Not Entered Laoag City

Philippines Autonomous Region in Muslim Mindanao Province of Lanao del Sur

Philippines Autonomous Region in Muslim Mindanao Province of Lanao del Sur

Philippines Soccsksargen Province of Lanao del Norte

Philippines Calabarzon Province of Laguna

Philippines Davao Koronadal

Philippines Soccsksargen Kidapawan

Philippines Western Visayas Kabankalan

Philippines Cagayan Valley Province of Isabela

Philippines Zamboanga Peninsula Isabela

Philippines Zamboanga Peninsula Municipality of Isabela (Capital)

Philippines Not Entered Iriga

Philippines Not Entered Iloilo City

Philippines Western Visayas Province of Iloilo

Philippines Ilocos Province of Ilocos Sur

Philippines Ilocos Province of Ilocos Norte

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Philippines Soccsksargen Iligan City

Philippines Cordillera Administrative Region Province of Ifugao

Philippines Not Entered Gingoog City

Philippines Not Entered General Santos City

Philippines Eastern Visayas Province of Eastern Samar

Philippines Not Entered Dumaguete City

Philippines Not Entered Dipolog City

Philippines Davao Digos

Philippines Davao Province of Davao Oriental

Philippines Davao Province of Davao del Sur

Philippines Not Entered Davao City

Philippines Davao Province of Davao del Norte

Philippines Not Entered Dapitan City

Philippines Not Entered Cotabato City

Philippines Not Entered Cebu City

Philippines Central Visayas Province of Cebu

Philippines Calabarzon Province of Cavite

Philippines Not Entered Cavite

Philippines Bicol Cauayan

Philippines Bicol Province of Catanduanes

Philippines Bicol Province of Catanduanes

Philippines Western Visayas Province of Capiz

Philippines Ilocos Candon

Philippines Northern Mindanao Province of Camiguin

Philippines Bicol Province of Camarines Sur

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Philippines Bicol Province of Camarines Norte

Philippines Not Entered Caloocan City

Philippines Not Entered Calbayog City

Philippines Mimaropa Calapan

Philippines Calabarzon Calamba

Philippines Cagayan Valley Province of Cagayan

Philippines Not Entered Cabanatuan City

Philippines Not Entered Butuan City

Philippines Not Entered Butuan City

Philippines Central Luzon Province of Bulacan

Philippines Northern Mindanao Province of Bukidnon

Philippines Western Visayas Buenavista

Philippines Central Visayas Province of Bohol

Philippines Caraga Bislig

Philippines Eastern Visayas Biliran

Philippines Not Entered Batangas City

Philippines Calabarzon Province of Batangas

Philippines Cagayan Valley Province of Batanes

Philippines Central Luzon Province of Bataan

Philippines Zamboanga Peninsula Province of Basilan

Philippines Cordillera Administrative Region Barlig

Philippines Central Visayas Bais

Philippines Cordillera Administrative Region Baguio City

Philippines Western Visayas Bago City

Philippines Western Visayas Bacolod City

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Philippines Central Luzon Province of Aurora

Philippines Cordillera Administrative Region Atok

Philippines Western Visayas Province of Antique

Philippines Bicol Province of Albay

Philippines Ilocos Alaminos

Philippines Western Visayas Province of Aklan

Philippines Caraga Province of Agusan del Sur

Philippines Caraga Province of Agusan del Norte

Philippines Zamboanga Peninsula Bulacan

Philippines Not Entered Chartered City of Cagayan de Oro

Philippines Davao Municipality of Malapatan

Results

Project Development Objective Indicators

Indicator Name Core Unit of Measure Baseline Current End Target

Interquartile ratio for elementary and secondary schools

Text Value IQR for elementary: 2.00 IQR for secondary: 2.54

IQR for elementary: 1.95 IQR for secondary: 2.19

IQR for elementary: 1.40 IQR for secondary: 1.8

Date

Comments

31-Dec-2010The 2011 IQR data have not yet been obtained

31-Dec-2011

Mean Percentage Score, Grade 6 for Math, Filipino, English, Science, Social Studies

Text Value Math- 53.66; Filipino - 60.68%; English - 54.05%; Science - 46.77%; Social Studies - 58.12%

Math- 68.41%; Filipino - 76.44%; English- 65.11%; Science - 60.35%; Social Studies - 70.38%

NA

Date

Comments

25-Mar-2005 24-Jun-2011 24-Jun-2011There were no targets set for this indicator at the time the project was being prepared since the National Achievement Test was just developed a little more than a year earlier

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Grade 6 Achievement Mean Percentage Score Text Value 54.66% 68.14% NADate

Comments

25-Mar-2005There were no targets set for this indicator at the time the project was being prepared since the National Achievement Test was just developed a year earlier

Secondary Dropout Rate Text Value 14.3% 7.79% 8.1%Date

Comments

21-Oct-2005 31-Dec-2011 31-Dec-2011

Elementary Dropout Rate Text Value 8.9% 6.29% 4.3%Date

Comments

21-Oct-2005 31-Dec-2011 31-Dec-2011

Secondary Completion Rate Text Value 58.22% 75.06% 69.0%Date

Comments

31-Dec-2011he Department of Education is using the completion rate formula for efficiency. If the completion rate formula for access is used (as used by UIS and WDI), the completion rate at the secondary level for 2011 is at 66.79%

31-Dec-2011

Elementary Completion Rate Text Value 62.06% 72.11% 77%Date

Comments

21-Oct-2005 31-Dec-2011The Department of Education is using the completion rate formula for efficiency. If the completion rate formula for access is used(as used by UIS and WDI), the completion rate at the elementary level for 2011 is at 92.82%

31-Dec-2011

Secondary Cohort Survival Rate Text Value 63.11% 79.43% 71.5%Date

Comments

21-Oct-2005 31-Dec-2011 31-Dec-2011

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Elementary Cohort Survival Rate Text Value 63.57% 74.23% 78.0%Date

Comments

21-Oct-2005 31-Dec-2011 31-Dec-2011

Secondary Participation Rate Text Value 58.49% 64.84% 84.7%Date

Comments

21-Oct-2005 31-Dec-2011The secondary participation rate of 64.84% for 2011 was computed using the 2010 census data recently released by the National Statistics Office. The Inter-Agency Committee on Education Statistics is currently reviewing this prior to granting official confirmation.

31-Dec-2011The National Economic and Development Authority (NEDA), the government's socioeconomic planning agency, revised the target for Secondary Participation Rate in mid 2011 for inclusion in the Philippine Development Plan (PDP) for 2011-2016. The revised PDP target for this indicator for 2011 is 65.16%.

Elementary Participation Rate Text Value 88.58% 95.96% 93.0%Date

Comments

21-Oct-2005 31-Dec-2011The elementary participation rate of 95.96% for 2011 was computed using the 2010 census data recently released by the National Statistics Office. The Inter-Agency Committee on Education Statistics is currently reviewing this prior to granting official confirmation. T

31-Dec-2011The National Economic and Development Authority (NEDA), the government's socioeconomic planning agency, revised the target for Elementary Participation Rate in mid 2011 for inclusion in the Philippine Development Plan (PDP) for 2011-2016. The revised PDP targetfor this indicator for 2011 is 90.16%.

Intermediate Results Indicators

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Indicator Name Core Unit of Measure Baseline Current End Target

Private sector participation Text Value The Education Service Contracting Scheme was in place at the time of project preparation and commencement

Policy review of the Education Service Contracting Scheme completed in late 2010; other service contracting schemes were implemented at the pre-school level and in the Alternative Learning System program; significant public-private partnerships in education were forged in the 6 years of the project, and significant amount of resources and technical resources were provided to the public school system because of this excellent partnership and successful resource mobilization strategy

Policy reviewed based on M & E of the (Education Service Contracting) schemes

Date

Comments

21-Oct-2005 31-Dec-2011The Bank led by Harry Patrinos conducted a review of the Education Service Contracting Scheme at the secondary level, and based on the favorable findings, the Government expanded the budget allocation by 50% on the year following the review. On the other hand,the preschool service contracting program was reduced because of its minimal impact and high cost. The DepEd is requesting WB to review the ALS program as well to assess its impact.

31-Dec-2011

Demand side financing mechanisms introduced to support needy students and their families

Text Value No major demand-side financing mechanisms in place except for the Food for School Program implemented by DepEd and the Department of Social Welfare and Development (DSWD)

Policy and program reviews were undertaken (led by the WB) on the Food for School program and the Education Service Contracting Scheme Program (providing subsidy to those students who cannot be

Use results of policy review to apply finance to feeding programs or other demand-side interventions. New policy should guide those applied centrally and those to operate through school

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accommodated in public secondary schools to enrol in private schools)which led to policy decisions (scrapping of the ineffective and inefficient Food for School Program) and expansion of the ESc program; Bank led the initial impact assessment of the Conditional Cash Transfer program of government and its iimpact on enrolment

improvement plans. Listing of national and local programs annually. Monitoring and evaluation of impact of programs on student outcomes as well as evaluation of efficiency and effectiveness

Date

Comments The Government expanded the implementation of demand-side financing programs which were assessed or evaluated as having positive impact on the needy students and on education outcomes (CCT ESC) and abolished those which are not cost-effective and efficient

Schools/clusters meeting SBM criteria Text Value No baseline yet since the SBM criteria was being developed (using pilot experience of a previous WB education project) at the time of the project preparation and commencement

81% 75%

Date

Comments

21-Oct-2005 31-Dec-2011Although DepEd did not directly track this indicator (since it came up with an SBM assessment tool with different levels but whichwas later revised because of issues), this figure of 81% was computed based on the performance of the schools in terms of the different SBM criteria indicated here (School Improvement Plan, School

31-Dec-2011

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Governing Council, School Report Card, Schools with acceptable FM system)

ICT Policy implemented Text Value ICT Policy was implemented in 2008 by the previous DepEd Secretary

ICT policy developed under the present DepEd management (in late 2010/2011) currently being implemented

Phase 4 rollout (assumes continued implementation of the ICT policy developed in 2007/08)

Date

Comments

11-Jul-2008During the early years of the project, the ICT policy in place at that time was the Cyber education policy, which was also closelyassociated with the then government's National Broadband Network project

31-Dec-2011The current DepEd management pursued the development of and implementation of an ICT policy framework and eventually, ICT Masterplan for BAsic Education that support the targetted outcomes and outputs stipulated in its reform agenda and MDG and EFA commitments; these include use of ICT for teaching and learning, student assessment , human resource management, professional development, administration, budgeting, resource allocation among others. Currently, several information systems are either being developed (Learner Information System, Financial Management Information System, Human Resource Information system, etc) or are being implemented (eg enhanced Basic Education Information System)

31-Dec-2011

Cost sharing between GOP and Local Government Unit (LGU) applied to classroom construction, including equity factors

Text Value There were cost-sharing arrangements in place at the time of project preparation and upon commencement of the project but very informal and done in a very informal bases

All classroom construction projects, particularly those financed by NPSBE, involved the drawing up of a statement of interest, prior to classroom construction between the DepEd and the concerned

65% of classroom construction follows scheme

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LGUs to ensure their involvement/commitment in sharing in the 'burden' of classroom construction

Date

Comments

21-Oct-2005In most cases, the relatively poor LGU would provide in-kind contribution (eg mobilization of their municipal engineers, assistance in site preparation, provision of manpower from LGU, etc.

Financing framework developed Text Value 10 year Multiyear Spending Plan for Basic Education was in place at that time of project preparation and commencement

financing framework in place on year 1 (through the Multiyear Spending Plan for Basic Education); in 2010, Bank mobilized technicalsupport to the DepEd in the development of the Medium Term Expenditure Framework for 2011-2016

Policy in place in year 1

Date

Comments

21-Oct-2005The Bank team, led by our now Education Sector Director, Elizabeth King, worked with the DepEd in the preparation of this Multiyear Spending Plan which informed the preparation of the budget for 2006 and 2007

31-Dec-2011 31-Dec-2011

ICT Policy Framework developed Text Value ICT Policy Framework was not yet existent during project preparation and at the start of the project in 2007

Policy was in place by Year 1 but revised in 2011 under the current DepEd management

Policy in Place by Year 1 (2007)

Date

Comments

14-Oct-2005 31-Dec-2011The Bank mobilized technical assistance (funded by the AusAID SPHERE AAA managed by the WB) in 2011 to assist the DepEd in refiningits ICT Policy and Masterplan for Basic Education

31-Dec-2011

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Divisions with their schools receive feedback from EMIS

Text Value There was no explicit policy yet in place during project preparation and at the start of the project for divisions and schools to receive feedback from the EMIS

All schools provide basic data and information on their schools (eg enrolment, drop-out, graduates, etc) to all divisions and whichare then either consolidated by the divisions (enrolment or headcount of those dropping out, etc)or computed by the divisions (participation rate, etc) and then transmitted to the Database Management Unit at the Central Office which are then inputted in the BasicEducation Information System. All divisions then have easy access to data and information generated by the BEIs and schools withinthe divisions are always given data/information.

75% of divisions (with their schools) receive feedback from EMIS

Date

Comments

21-Oct-2005 31-Dec-2011With the rolling out of the enhanced Basic Education Information System as of end 2011, the schools and divisions can now have access to these critical data and information not just on the performance of their schools but also by other schools or diviisions

National standards framework developed for inputs (minimum service standards) and outcomes (participation, completion, achievement)

Text Value Policy not yet in place for most inputs before project commenced

Policy in Place by year 1 of project; standards for some inputs (classroom construction, curriculum, textbooks, student assessmentrevised within the life of the project

Policy in Place by Year 1 of Project (2007)

Date

Comments

21-Oct-2005During project implementation, standards were redefined for most inputs (classrooms,

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textbooks, teachers, instructional materials,etc) to integrate quality standards and also as part of the accreditation standards developed for elementary as well as secondary schools; in terms of outcomes, standards were defined by the targets set in the Education for All National Plan of Action and the MDG commitments of the government and then some targets were revised when the Philippine Development Plan for 2011-2016 was prepared (which affected participation rate for both levels, completion rate, and other outcome indicators)

Schools receive feedback from national assessment

Text Value No explicit DepEd policy to provide feedback to schools on the results of the National Asssessment

Policy in place and being implemented to provide feedback to schools on the results of the National Achievement Test; Annual In-Service Training of selected teachers from each Division conducted in response to the results of their Teacher Strengths and Needs Assessment (TSNA) self-assessment some of which includes training on addressing the least-learned skills of the students

Phase 4 In-service Training of teachers to utilize results of National Achievement Test to inform learning

Date

Comments

21-Oct-2005The National Educational Testing and Research Center has been providing the results of the National Achievement Test to all schoolsthrough their respective Division Offices; the results are also

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uploaded in the NETRC website as soon as results are made available;however, there is still room for improvement in terms of training/retooling of teachers in terms of identifying the least-learnedskills generated by the test results as well as in coming up with teaching interventions and strategies to address these learning gaps

English proficiency for teachers Text Value NA National English Proficiency program implemented

Support target

Date

Comments

31-Dec-2011This program was implemented in the early part of the project in response to the high demand for English speakers in the Business Process Outsourcing support of high labor market demand for English-speakers (to man the Business Process Outsourcing firms); however, in view of the Mother tongue-based Multilingual Education policy of the government adopted in 2010, this program had reduced itsscope and coverage in the last few years of the project

31-Dec-2011

National strategies and Action Plan (includes teaching materials)

Text Value NADate

Comments

Strategies devised: teachers' compensation, incentives and benefits

Text Value NA Strategies devised for various incentives and benefits for teachers (increase in hardship allowance, merit increase, performance incentive bonus, hazard pay ; transfer allowance devised but being piloted

Strategies devised before Congress

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Comments No baseline The different schemes/strategies devised did not have to go through Congress since many of these can be devised and issued through executive fiat; however, while they have started piloting the transfer allowance for teachers, this has not yet been fully implemented nationwide so there were delays in terms of its adoption and nationwide implementation

Improved equity in pupil/teacher ratios Text Value NA 2011 data on pupil-teacher ratio indicate an improvement from the baseline year, but DepEd used a different indicator to monitor progress

75% improved

Date

Comments No baseline There were some issues in the definition of this indicator. While DepEd has a comprehensive school-level data across several years(since 2004), where they also track pupil/student-teacher ratios, there was difficulty interpreting this indicator reflected in theproject results framework. They used instead reductions of the students-to-teacher ratio at the top 25th percentile point of theirrespective distribution to monitor progress on this. For 2011, the actual figures for this is 40.37 in elementary (from 43 in 2005)and 42.03 in secondary (from 45 in 2005)

31-Dec-2011

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Student Achievement Standards Defined Text Value Student Achievement Standards defined by results of the National Achievement Test

Policy in Place Policy in Place

Date

Comments

21-Oct-2005Student Achievement Standards defined by results of National Achievement Test

Five year staffing plan devised for allocation and redeployment of teachers

Text Value NA DepED has yet to develop a five-year projection for school staffing

Plan updated

Date

Comments No baseline yet at the time the project was being prepared

There were several discussions on this in the course of the project implementation especially during the implementation support missions. Instead of coming up with the five-year projection for school staffing, the DepEd management opted to continue using the color-coding spectrum based on the Basic Education Information System which highlights teacher shortages (or surpluses) to be the bases of the DepED’s annual request for teacher items and deployment although the NCBTS is being used in the Revised Hiring Guidelinesof DepEd

Competency Based teacher standards used in promotion and hiring

Text Value NA Developed, trialled, revised, trialled again and currently being refined

Revised and refined

Date


31-Dec-2011 31-Dec-2011

Competency-Based Teacher standards applied to pre-service training

Text Value NA Implemented by year 3 Implemented by Year 3Date 31-Dec-2011 31-Dec-2011

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DepEd reported that 90% of the Teacher Education Institutions have integrated the National Competency-Based Teacher Standards in their pre-service education curriculum. This is a tribute to the efforts of the Teacher Education council chaired by DepEd with the cooperation and support of the Commission on Higher Education Technical Panel for Teacher Education

Divisions where CBTS used in at least 50% of schools

Text Value NA 93.75% 85%Date


31-Dec-2011Actually, as of 2010, all of the schools were required to use the National Competency Based Teacher Standards in their hiring, promotion, training needs identification so I'm not sure why DepEd reported only this figure

31-Dec-2011

Divisions Engaged in tracking students at risk Text Value NA 51% 33%Date


31-Dec-2011I'm not sure whether this is really the updated figure since majority of the divisions (and the schools under them) are tracking students at risk of dropping out so that they can iimmediately respond to the needs of the learner, and prevent dropouts or failure.DepEd undertook a family mapping program to identify the students and pupils at risk so that these learners can also be provided the necessary intervention (provided alternative delivery modes of learning, or

31-Dec-2011

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provided demand-side interventions in case of extreme poverty or disability)

Schools/clusters using school report card Text Value NA 84% 75%Date


31-Dec-2011DepEd reported a higher number in the last Implementation Support Mission of 2012 (97.76%) but this has to be verified given the tremendous increase and given that many of the schools visited in the last missions did not yet strictly follow the revised template for this school report card (eg including client feedback on school performance in the report card)

31-Dec-2011

Schools/clusters where school heads have been trained in SBM

Text Value NA 86.5% 85%Date


31-Dec-2011DepEd reported a higher figure in the March 2012 mission (96.54%) but this is still being verified in view of the significant increase

31-Dec-2011

Schools/clusters eligible to receive school grants

Text Value No baseline yet at the time the project was being prepared and during project commencement since this was not yet a budget item then

76% 65%

Date

Comments The SBM grant was only included as a budget item as a result of its inclusion as an eligible item for financing under this project.Hence, there was no baseline yet at the time of project preparation

31-Dec-2011 31-Dec-2011

Schools/clusters with adequate FM system Text Value NA 76% 65%Date 31-Dec-2011 31-Dec-2011

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These include schools which have received training on the Simplified Accounting Manual and are currently using it for their finance-related transactions and recording

Teacher performance standards developed and agreed

Text Value Not yet developed and agreed Developed and agreed Developed and agreedDate

Comments

14-Aug-2005 31-Dec-2011The National Competency-Based Teacher Standards were developed and then refined and this process involved experts from the education sector, academe, education practitioners

31-Dec-2011

Schools/clusters with a School Improvement Plan

Percentage Value 19.00 80.00 80.00Date

Comments

14-Aug-2005 31-Dec-2011In line with the expansion of School Based Management (this being the linchpin of the Basic Education Sector Reform Agenda), there was a deliberate effort on the part of DepEd to encourage schools to come up with their school improvement plans in collaboration with their stakeholders such that school improvement planning has taken root in most of the public schools

31-Dec-2011

Data on Financial Performance (as of 18-Oct-2012)

Financial Agreement(s) Key DatesProject Ln/Cr/Tf Status Approval Date Signing Date Effectiveness Date Original Closing Date Revised Closing Date

P094063 IBRD-73930 Effective 20-Jun-2006 03-Oct-2006 01-Jan-2007 31-Dec-2011 31-Dec-2012

Disbursements (in Millions)Project Ln/Cr/Tf Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed

P094063 IBRD-73930 Effective USD 200.00 200.00 0.00 196.56 3.44 98.00

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Disbursement Graph

Key Decisions Regarding Implementation1. Need to document the extensive lessons learned from this project, given the comprehensive nature of the reforms it supported. The project completion report to be prepared by both the Bank and the Government would be important 'venues' to highlight these. 2. Need to support the convergence efforts of the government especially the Cabinet Cluster on Human Development and Poverty REduction for a unified and multisectoral approach to the multidimensional challenges in education.

Restructuring HistoryLevel two Approved on 22-Dec-2011

Related ProjectsThere are no related projects.

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