technical assistance. differentiate the form of delivering technical assistance by the ro and do...

Technical Assistance

• Differentiate the form of delivering technical assistance by the RO and DO before and what is now required by the DepEd;

• Explain the need for delivering technical assistance;

OBJECTIVES

• Explain the Technical Assistance Mechanism process framework; and

• Demonstrate skills in analyzing TA needs from a given set of issues and concerns.

OBJECTIVES

• What comes to your mind when you hear or read the phrase Technical Assistance?

• Give as many answers as you can.• Write your answers on the meta

cards.• The group that posted first the

answers earns a point.• The group that can provide the

most number of correct answers wins the game

Activity 1. Group Activity (TA GAME)

• While the groups are writing their answers, prepare the titles and post them on the board. ( WHAT, WHY, WHO, WHEN, AND HOW)

• Ask the participants to post their answers on the board per category.

• Recall one significant experience in providing Technical Assistance to schools or school heads that you felt very satisfied with and why.• Share this with your colleagues

in your regional/division group.

Activity 2.

• What are the commonalities among your experiences ?

• What are the major reasons that made you feel satisfied with your experience ?

• Is there anything about Technical Assistance that you want to be clarified ?

QUESTIONS

• What about TA ?• Why conduct TA?• Who conducts TA?• When to conduct TA?• How to conduct TA ?

Questions :

What is Technical Assistance (TA)?

- TA is any form of professional help, guidance, support to “others”.

- TA is a process.

- TA is a journey.

• For the RO - Schools Divisions• For the DO – Schools & Learning Centers

C L I E N TS

Who are these “ others” ?

• As an active process -With steps to follow; makes use of tools

Via process consultationRequires specific skillsFocuses on achieving set goals


• As a journey -• Towards achieving set goals for

continuous improvementReminding the clients of their prime

responsibility and accountabilityRespecting their capability and paceProviding alternativesLeaving decision-making into the

hands of the clients


1.Information SharingPoliciesGuidelinesDirectionsInstructions

MODES OF PROVIDING TA

Via – conferences, Memorandum, DepEd Orders, Giving of Referrals, etc…


2. Capability Building – development of competencies via . . .

TrainingWorkshopsCoaching/MentoringJob Aids


3. Group & Work Management- helping others in accomplishing outputs or targets based on work plans


Documentation of lessons learned

Sharing of best practices via

Meetings, group discussion, or workshops


Purpose of Providing TA

• Region provides support and guidance to the Schools Division

• Schools Division assists schools for continuous improvement

- leadership management- increase performance

Objectives of Providing TA• To facilitate in providing broad-based

capacity building opportunities to the schools to ensure the effective delivery of services for the improvement of learning outcomes

• To complement in the conduct of M & E – aids in tracking the progress, results

• To help address concerns• To enhance performance

L and M concerns• Improving schools learning

outcomes• Enhancing KSAs for delivery of

services• Facilitating solutions to gaps• Encouraging schools to initiate

PPAs towards increase of academic performance

• People are responsible for their own growth and development.

• Technical assistance is aligned with the organization’s vision and mission and is based on the organization’s needs.

• Learning is a cooperative and collaborative process.

Guiding Principles of TA

• Policy formulation and planning

• Training and development• Curriculum and learning mgt• Quality assurance &

accountability• Resource mobilization REGION

Scope of TA

• Stakeholders networking ( SGC org, LSB revitalization)

• Stakeholders mobilization• Development of standards and

indicators of progress, impacts and processes

• Supervision by Monitoring and Evaluation of regional Standards in learning outcome

BESRA PIP 2006

TA Expected from the Regions

• Technical Assistance through training, performance evaluation, and accreditation process

• Decentralization of functions and budgets in terms of localization, integration of plans and best practices

• Ensuring that all programs & projects of DepEd is managed and supported by the divisions (eg. SBM)

BESRA PIP 2006

TA Expected from the Regions

• Plan preparation/development

• PPAs implementation (SIP/AIP)

• SBM implementation• Management and

implementation of work plans (processes)

• Management of peopleDIVISION

Scope of TA

• Stakeholders networking ,i. e. organization of SGC, revitalization of LSB

• Stakeholders mobilization and resource generation

• School-based resource management and installation of finance and administrative systems

BESRA PIP 2006

TA Expected from the Divisions

• Technical guidance by Division Superintendents and technical/educational supervision by division education /district subject specialists

• Development of standards and indicators of progress, of impacts and of processes

• Ensuring SBM is continuously being practiced in schools.

BESRA PIP 2006


• Training programs for school heads and Teachers• Procurement of textbooks through Division Annual Procurement Plan based on school’s procurement plans


TECHNICALASSISTANCEPROCESSFRAMEWORK

A. Technical Assistance Needs Assessment Stage1. For RO-TA: Assess Inputs from DEDP Implementation Results, RQMT Report, BEIS Data (Quantitative &

Qualitative) 2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results BEIS

Data, DQMT report (Quantitative and Qualitative)

B. Planning Stage

1. Prioritize assessed TA Needs per DO/School

2. Prepare the TA Plan per DO/School

3. Establish agreements on (performance) targets

C. Implementation Stage1. Execute the TA Plan /Intervention2. Conduct Progress Monitoring3. Analysis: Team Discussion on Progress

Monitoring Results and Planning for Feedback

D. Feedback1. Discuss with

target group quarter progress

2. Adjust performance targets

E. Adjustment of Quarter Plan / Targets

1. Discuss results of “Stage D” with the team

2. Adjust TA Plan

F. Evaluation of TA Stage

1. Discuss with target group the Accomplishment vis. Performance Targets

2. Discuss with group over-all results vis. TA Plan

3. Prepare Inputs to Annual Report

G. Progress/Annual Report to Management Stage1. Consolidation of progress/summative results2. Analysis of TA results3. Preparation of Quarter/Annual Report

STEPS in TA Needs Identification and Priorities

• Conduct a situational analysis ( FGD, I,TNA results, EBEIS data, QMT reports, review of relevant docs)

• Identify priority needs ( explore the nature and scope of the problem)

• Validate the results of the SA ( consultation with the mgt)

RO – Division SDS, ASDS and ESDO – PSDS, SH

• Identify hindering factors• Process qualitative information (categorizing

the identified reasons – areas for management actions)

• Help client identify mgt actions to resolve the HF

• Ask client - CAN, NEED HELP

Dimensions of Qualitative Information• Management Expectations• Motivation/incentive factors• Job/organization design• Capability• Resources

- Technology-Human resource-Financial- Physical Environment

Dimensions of Qualitative Information

• Policy• Feedback System• Environment Support

AREAS of INVESTIGATION

• SCHOOL LEVEL: I. SCHOOL OUTCOMES: / DIVISION OUTCOMES• BEIS should be used as the official source of data per outcome

indicator II. SIP - AIP IMPLEMENTATION OR DEDP IMPLEMENTATION• Categories of Indicators:A. Provision of Equitable Access B. Quality and Relevance C. School Management of Education Services

AREAS of INVESTIGATION

• Levels of Monitoringa. Input-Outputb. Formative: Progressc. Summative: Outcomes/Results • Types of Informationi. Quantitativeii. Qualitative

Levels of Quantitative & QualitativeInformation

SCHOOL PERFORMANCE / OUTCOMES INDICATORS

A. Enrolment Graduation RateB. ALS Enrolment Promotion Rate Simple Drop-out Rate

Failure Rate Repetition Rate

Retention Rate NAT

SBM Level of Practice

INTERMEDIATE INDICATORS

• Learner Performance • Reading Comprehension • Mastery of Competencies • Nutritional Status • Textbook-Pupil Ratio

INTERMEDIATE INDICATORS

• Teacher-Pupil Ratio• Textbook-Pupil Ratio• Teacher Qualification • Parents Participation• Public Expenditure

• PROVISION OF EQUITABLE ACCESS–Personnel–Learning Materials & Equipment–Physical & Ancillary Facilities –Others

• QUALITY & RELEVANCE– Learner Performance–Curriculum Implementation/ Instructional

Delivery– Staff Development–Others

• SCHOOL MANAGEMENT OF EDUCATION SERVICES– Stakeholders’ Participation– Instructional Supervision–Public Expenditure– Environment–Management & Administration–Others