Characterization, SWOT Analysis.pptx

Roll-out of the School
Monitoring and Evaluation,
and Adjustments (SMEA)
Wenie L. Nahial
SEPS in M&E

Activity #1: What’s the Word, Guess the Word!
ITZERRHAAATNOICC
Clue: It is the act of describing the
qualities of system, person, or thing.

Activity #2: Characterize this!
Source: https://goo.gl/Epcqmr

Data Characterization
(Data Analysis Tools)

Objectives:
At the end of this session, the participants
will be able to:
1.deepen understanding on the nature and
features of data characterization; and
2.apply the concepts of Problem Tree Analysis
and SWOT analysis in mapping out the root
causes of the problems in schools.

 a methodology that is used for generating
descriptive parameters that effectively describe
the characteristics and behavior of a particular
data item.
No. of competencies not taught.
Type of teaching strategies employed.
Quality & quantity of instructional
support.
Low NAT
Performance
in Science

PROBLEM? INTERVENTION
CURRENT SCENARIO

Low NAT
performance
in Science
(45.56%)
INTERVENTION
CHARACTERIZE!

Qualitative
Analysis
Tips on Problem Analysis
1.Be sure you have complete data - Secondary & Primary Sources
2. Watch out for vague statements
• Conduct of training
is very loose
 3 of the 5 persons exceeded their
time allotment
 10 of the parents’ monthly income has
an average of Php 8,500.00.
• Poverty (the most
commonly quoted
problem)
 Desired quantity not met; frequent (3
times a week) breakdowns of
machine
• Machine is
ineffective.

• Incompetent staff
• Management not
supportive
• Lackadaisical
effort of the office
 14 of 15 staff member are always
late in submitting reports
3. Avoid judgmental statements or criticisms
 Only 5% of the total budget was
allocated for training program
 The office was able to accomplish
3 out of 10 planned activities

4. Beware of solutions masquerading as problems
Lack of training for staff on
project management
High incidence of failed projects; frequent
delays
Lack of pesticides
Lack of water pump
Lack of medical equipment
Inadequate textbooks
Absence of guidelines
The xxx insects are eating the root of the
plants
Villages have to walk two kilometers to get
drinking water
Traditional birth attendants use bamboo sticks
to cut umbilical cord
Five students share one old textbook
Current guidelines limit the use of xxx
products to....

5. Show were the problems occurs
Poor performance
of schools
High dropouts
High incidence of
dengue
Traffic
 Rural schools garnered MPS - 30%
and Below
 Urban schools are experiencing an
average dropouts of 100 Grade 7
students per school year
 High incidence of dengue in densely
populated areas or name of place
 30 minutes (instead of 15 minutes)
travel time from Bulua terminal to
Mallberry Hotel.

6. Compliment problem analysis with other approaches
and tools
(a) Problem analysis – to explain why a situation is below
standard; to identify areas for remediation
(b) Appreciative inquiry – to explain why a situation meets the
standard; to identify areas for further enhancements
(c) Opportunity analysis – to explain the context of a certain
situation; to identify the trends and future directions
(d) Threat analysis – to explain the context of a certain situation; to
identify potential problems and pitfalls to avoid

Step:1
Using the Curriculum Support System (CSS)
as a lens, describe the major issues in
performance of the school (access, quality
and governance)
• Focus on problematic KPIs in access and quality.
• With a KPI in focus, probe into the reasons/causes by asking: ”Is it
due to the teacher, etc?
• Once the cause/s is/are identified write the problem statement in
the appropriate space in the CSS matrix.
• Probe into the cause-effect relationship using the Problem Tree
Analysis.
• Continue the process using the other problems.

Curriculum Support
System: Quality
Priority Improvement Area:
Teachers Materials,
Equipment,
Facilities
ICT
Environment
Assessment School
Leadership
&
Management
Divisio
Tech
Assis
ACTUAL SUPPORT PROVIDED BY SDO TO SCHOOLS

Curriculum Support
System: Access
Priority Improvement Area:
Domestic
Factors
Individual
Related
Factors
School Related
Factors
Geographic/Environ
mental
ACTUAL SUPPORT PROVIDED BY SDO TO SCHOOL

Curriculum Support
System: Quality
Teachers
Materials
Equipment,
Facilities
ICT
Environment
Assessment
School
Leadership and
Management
DO
TA
Community,
Industry,
Relevance and
Partnership
Competencies
covered
Learners’
access to
materials
Learners
access to
internet
Tests
administered
Instructional
supervision
Frequency of
assistance to
schools
Community
Involvements
Contact Time
Learners’
contact time
on use of
equipment
Teachers’
use of ICT in
teaching and
learning.
Frequency of
test
Knowledge of the
curriculum
Type of
assistance
provided to
schools:
Schools’ use of
local resources.
Teachers’
teaching skills
Congestion
ICT
awareness
in school
Content vs
assessed
Competencies on
education
planning  Subject
areas
 Assessment
 Planning
and M&E
 Program
Managemen
t
Linkages to
learning
institutions.
Teachers’ use of
learning
materials
Care and use
of equipment
Use of
blended
learning.
Understanding of
inclusive
education
Linkages to
industries.
Teachers’ use of
classroom
assessment
Access to
library
Implementation
of SBM
Content mastery
Training
provided to
teachers
Distribution
of learning
resources
and facilities.
Support
provided by
the SDO on
ICT
Support
provided by the
SDO on
classroom
assessment.
Training and
technical support
provided to SHs on
instructional
supervision? use
of new curriculum?
on SBM?
Assistance
provided by the
EPS to schools on
linkaging,
partnerships
Recruitment and
Placement

Teachers
Materials
Equipment,
Facilities
ICT
Environme
nt
Assessment
School
Leadership and
Management
DO
TA
Community,
Industry,
Relevance and
Partnership
Competencies
covered
Learners’
access to
materials
Learners
access to
internet
Tests
administered
Instructional
supervision
Frequency of
assistance to
schools
Community
Involvements
Contact
Time
Learners’
contact time
on use of
equipment
Teachers’ use
of ICT in
teaching and
learning.
Frequency of
test
Knowledge of the
curriculum
Type of
assistance
provided to
schools:
Schools’ use of
local resources.
Teachers’
teaching skills
Congestion
ICT
awareness in
school
Content vs
assessed
Competencies on
education
planning
Subject
areas
Assessment
Planning and
M&E
Program
Management
Linkages to
learning
institutions.
Teachers’ use of
learning
materials
Care and use
of equipment
Use of
blended
learning.
Understanding of
inclusive
education
Linkages to
industries.
Teachers’ use of
classroom
assessment
Access to
library
Implementation of
SBM
Content
mastery
37 out of the 50 science
competencies were taught.
15% of the teachers’ time for
the entire SY is used in
participating community
events.
75% of the tests
administered are below
the standard.
5 out of 10 teachers teaching
Science could not fully
explain some important
Science concepts because
they are Math majors.

ACTUAL SUPPORT PROVIDED BY THE SDO
Training
provided to
teachers
Distributi
on of
resources
and
facilities.
Support
provided
by the
SDO on
ICT in
education
Support
provided
by the SDO
on
Classroom
Assessment
Training and
technical
support to
SHs on
instructional
supervision,
use of new
curriculum,
on SBM.
Assistance
provided by
the EPS to
schools on
linkaging
and
partnership.
Recruitment
and
Placement
SDO’s
action on
community
activities
The SDO is recruiting and placing applicants
based on the needs of the schools, but only
few are specializing in Science.
The SDO has not made any agreement with
the LGUs with regards to teachers
participating in community events during
school days.
Training on classroom assessment
was only done twice for the last three
years.

LGU is persistent on
involving teachers in
community events even
during school days.
The SDO could not provide the
school need because of the
100 applicants in the Division.,
only 5 are Science major..

Curriculum Support
System: Access
Domestic
Factors
Individual
Related Factors
School Related
Factors
Geographic/Env
ironmental
Financial Related
Factor
Had to take care of
siblings
Illness Teacher Behavior Distance between
home to school
Child Labor
Early
Marriage/Pregnanc
y
Overage Teacher’s
Attendance
Armed Conflict Working Student
Parents’ Attitude
towards schooling.
Drug abuse Dilapidated/Poor
Ventilation and
Lighting
Calamities/Disaste
rs
Family Problems Poor Academic
Performance
Seat-Learner Ratio
Lack of
Interest/Distraction
Congested/Sub-
standard Dimension
Hunger/Malnutrition Peer Influence
SUPPORT PROVIDED BY THE SDO TO THE CONCERNED SCHOOL
Support provided
by the SDO in
relation to
domestic factors.
Support provided
by the SDO in
relation to
individual related
factors.
Support provided by
the SDO in relation
to school related
factors.
Support provided
by the SDO in
relation to
geographic/enviro
nmental factors.
Support provided by
the SDO in relation
to financial related
factors.

Domestic
Factors
Individual
Related Factors
School Related
Factors
Geographic/Env
ironmental
Financial Related
Factor
Had to take care
of siblings
Illness Teacher Behavior Distance between
home to school
Child Labor
Early
Marriage/Pregnanc
y
Overage Teacher’s
Attendance
Armed Conflict Working Student
Parents’ Attitude
towards
schooling.
Drug abuse Dilapidated/Poor
Ventilation and
Lighting
Calamities/Disaste
rs
Parents’ monthly
income
Family Problems Poor Academic
Performance
Seat-Learner Ratio
Lack of
Interest/Distraction
Congested/Sub-
standard Dimension
Hunger/Malnutrition Peer Influence
SUPPORT PROVIDED BY THE SDO TO THE CONCERNED SCHOOL
Support provided
by the SDO in
relation to
domestic factors.
Support provided
by the SDO in
relation to
individual related
factors.
Support provided by
the SDO in relation
to school related
factors.
Support provided
by the SDO in
relation to
geographic/enviro
nmental factors.
Support provided by
the SDO in relation
to financial related
factors.
2 out of 5 pupils had to stop schooling
to take care of their siblings.
2 out of 5 pupils had to stop schooling
because their parents don’t believe
that a person’s education will not help
them in improving the financial
condition of their family.
3 pupils had to walk 5 km
from home to school since
there is no available
transportation.
4 pupils lost interest in
going to school because
their teachers were always
absent (twice a week).

Note: Boxes with blue color are subject to rapid appraisal.
The area has no
available
transportation
because it is not
passable due to the
presence of big
rocks.
The teacher has to
take care of her own
children since
nobody could take
care of them when
she is in school.
High Dropout Rate:
Grade 7
2 out of 5 pupils had to
stop schooling to take
care of their siblings.
3 pupils had to walk
5 km from home to
school.
4 pupils lost interest in
going to school
because their
teachers were always
absent (twice a week).
2 out of 5 pupils had to stop
schooling because their
parents don’t believe that a
person’s education will not
help them in improving the
financial condition of their
family.
Both parents had to
look for work everyday
to sustain their family’s
daily needs.
The parents are
illiterate. They have
not even enrolled in
Grade 1.

Curriculum Support
System: Quality
Teachers
Materials
Equipment,
Facilities
ICT
Environment
Assessment
School
Leadership and
Management
DO
TA
Community,
Industry,
Relevance and
Partnership
Competencies
covered
Learners’
access to
materials
Learners
access to
internet
Tests
administered
Instructional
supervision
Frequency of
assistance to
schools
Community
Involvements
Contact
Time
Learners’
contact time
on use of
equipment
Teachers’
use of ICT in
teaching and
learning.
Frequency of
test
Knowledge of the
curriculum
Type of
assistance
provided to
schools:
Schools’ use of
local resources.
Teachers’
teaching skills
Congestion
ICT
awareness
in school
Content vs
assessed
Competencies on
education
planning  Subject
areas
 Assessment
 Planning
and M&E
 Program
Managemen
t
Linkages to
learning
institutions.
Teachers’
teaching skills
Care and use
of equipment
Use of
blended
learning.
Understanding of
inclusive
education
Linkages to
industries.
Teachers’ use of
classroom
assessment
Access to
library
Implementation
of SBM
Content mastery
Training
provided to
teachers
Distribution
of learning
resources
and facilities.
Support
provided by
the SDO on
ICT
Support
provided by the
SDO on
classroom
assessment.
Training and
technical support
provided to SHs on
instructional
supervision? use
of new curriculum?
on SBM?
Assistance
provided by the
EPS to schools on
linkaging,
partnerships
Recruitment and
Placement
Poor Reading Performance Among Grade 4 Pupils
Only 10 reading books per class.
50 hours of contact time lost.
8 out of 10 English teachers are
not well-versed of the new trend
of teaching reading.

Curriculum Support
System: Quality
Training
provided to
teachers
Distribution
of learning
resources
and facilities.
Support
provided by
the SDO on
ICT
Support
provided by the
SDO on
classroom
assessment.
Training and
technical support
provided to SHs on
instructional
supervision? use
of new curriculum?
on SBM?
Assistance
provided by the
EPS to schools on
linkaging,
partnerships
Recruitment and
Placement
Poor Reading Performance Among Grade 4 Pupils
Only 2 trainings were provided to
the English teachers on teaching
pedagogies of reading for the
past 5 years.

Only 2 trainings were
provided to the
teachers on teaching
pedagogies of reading
for the past 5 years.
Poor Reading Performance among Grade 4
Pupils
50 hours of contact
time lost.
Only 10 reading
books are present per
class.
Teachers are not well-
versed of the new trend
of teaching reading
Teachers are always
absent.
Follow up docs at the
division office.

Workshop
Curriculum Support System on Quality
Problem Tree

Step: 2
Using SWOT Analysis, identify your Strengths and Weaknesses and
Opportunities and Threats in relation to the issue/problem in performance. Use
the Curriculum Support System (CSS) as a lens, describe the major issues in
performance of the school (access, quality and governance).
• Use the guide provided
• Once the SWOT for the issue are identified write the
SWOT statements in the appropriate space provided
• Continue the process using the other problems

 What programs were implemented in the school in relation to dropout?
 What support was extended by the teachers, parents, and LGU to ensure
full implementation of the program?
 What are the limitations of these programs? Why are these not addressed
or supported by the Division?
 What programs should be strengthened to improve performance in these
areas? What programs should be implemented?
 What technical support or services were provided by the Division?
 What were the limitations (resources)?
 What are the challenges or barriers (school and community factors) in this
school?

What programs were implemented in your schools in relation to NAT
performance?
Teacher Competency Enhancement Program (TCEP), Action Research
Program (ARP), Intensive Classroom Observation Program (ICOP)
What are the limitations of these programs? Why are these not addressed or
supported by the Division?
Funds to sustain the program (TCEP & ARP), There are only few Master
Teachers who will implement ICOP, Division Research Coordinators have other
priorities.
What programs should be strengthened to improve NAT performance? What
programs should be implemented?
All the three programs should be strengthened and its implementation should
be strictly monitored.

TA on the conduct of classroom supervision, and on the making of action
research
Financial and human resources.
What are the challenges (barriers) in your school?
Resistance of teachers to changes brought about by the implementation of the
program, funds are limited
What were the limitations (resources)?
What technical support or services were provided by the Division?

For the last five years, ABC Elementary School is faced with the
challenge of improving their NAT performance in Science. Despite the,
presence of different programs (TCEP, ICOP, ARP) and the strong support
of the SH and teachers (S), still NAT MPS for the said subject remains low
(45%). This can be attributed to the number of competencies taught by the
teacher in one school year. In fact, out of 50 competencies, only 37 were
taught. This scenario occurs because 25% of teachers’ contact time was
used in participating community events (W). This could have been prevented
if the SDO has made an agreement to the LGUs that teachers can only be
pulled out from their school during their vacant time. In the community where
the school is located, the municipal mayor is very persistent on involving
teachers in all community events even if its is held during school days (T).
Also, 5 out of 10 teachers teaching Science are Math majors. So,
these teachers could not fully explain all the Science concepts, and as a
result, they just skipped the difficult topics (W). Although the SDO strongly
supports the importance of giving the actual needs of the schools but the limited
number of applicants in Science restricts them from doing such (O).
DESCRIPTIVE PHENOMENON ON NAT (SCIENCE)

Another factor that influences low NAT MPS in Science of the said
school is the test being administered to the pupils. It is found that 75% of the
tests administered by the teachers are below the standard (W). One of the
contributing factors to this problem is the number of trainings provided by the
SDO. For the last five years, only 2 trainings were provided on classroom
assessment (T).
All these problems could have been addressed by the existing
programs if there is enough fund to sustain its implementation. Although the
SDO has provided technical assistance to the teachers which would
somehow reduce cost of the implementation (O), but this is not enough
considering the EPS to school ratio which is 1:15 (T). More so, other
teachers (40-60 years old) resist to the change that the programs bring to
their daily school activities (W). This makes it more difficult to initiate change
that would bring about good NAT MPS in Science. But despite all these
problems, the parents of this school extended their full support by constantly
monitoring their children’s performance and by providing financial support to
the school in purchasing additional instructional materials (O).
DESCRIPTIVE PHENOMENON ON NAT (SCIENCE)

What programs were implemented in your schools in relation to
dropout problem.?
Dropout Reduction Program (DORP)
What are the limitations of these programs? Why are these not
addressed or supported by the Division?
Guidelines are not well-established and teachers do not
cooperate. EPSs focused mainly on their instructional
supervision task.
What programs should be strengthened to improve reading
performance? What programs should be implemented?
DORP is good but its implementation should be strengthened by
establishing clear guidelines and by winning the support of the
teachers.

Provide technical support crafting clear guidelines of the
program. Provide technical support on how to deal children with
problems.
Time, financial and human resources.
Uncooperative teachers.
What technical support or services were provided by the
Division?

Curriculum Support System for Access
1) 2 out of 5 pupils had to stop schooling to take care
of their siblings.
1.1) Both parents had to look for work everyday to
sustain their family’s daily needs.
2) 4 pupils lost interest in going to school because
their teachers were always absent (twice a week).
2.1) The teacher has to take care of her own children
since nobody could take care of them when she is in
school.
3) 3 pupils had to walk 5 km from home to school.
3.1) The area has no available transportation
because it is not passable due to the presence of big
rocks.
4) 2 out of 5 pupils had to stop schooling because
their parents don’t believe that a person’s education
will not help them in improving the financial condition
of their family.
4.1) The parents are illiterate. They have not even
enrolled in Grade 1.
SWOT Analysis
1. Dropout Reduction Program
(DORP)
2. Guidelines are not well-
established and teachers do not
cooperate. EPSs focused
mainly on their instructional
supervision task.
3. DORP is good but its
implementation should be
strengthened by establishing
clear guidelines and by winning
the support of the teachers.
4. Provide technical support
crafting clear guidelines of the
program. Provide technical
support on how to deal children
with problems.
5. Time, financial and human
resources.
6. Uncooperative teachers.

THE COMPLETE PHENOMENON
High dropout rate of the school can be attributed to the teachers’ low
contact time, congestion, distance from home to school and students/pupils’
interest in their studies. In the preliminary investigation, it was found out that
teachers conduct his class twice a week due to his ancillary works. Aside from
this, students/pupils become more disinterested in coming to school because of
congestion where 60 students/pupils are accommodated in a 6x7 classroom.
Also, 10 out 30 students/pupils come to school without eating their breakfast
which makes it very difficult for them to absorb the lessons taught by the
teacher. More so, 8 out of 30 students/pupils have to walk 20 km from their
home to school since there is no available transportation in their place. As a
result, these students/pupils stop from going to school. These problems could
have been prevented if the DO has helped the school in providing technical
assistance in establishing clear guidelines of the DORP and in winning the
support of the teachers and in helping the school facilitate the construction of
additional classrooms.

SWOT ANALYSIS
Problem: Poor Reading Performance among Grade 4 Pupils
Summer Reading Camp, Read with Me, Peer Reading Program
What are the limitations of these programs? Why are these not
addressed or supported by the Division?
Availability of instructional materials. This is not addressed by the
SDO because the EPS is also busy with his other works.
What programs should be strengthened to improve reading
performance? What programs should be implemented?
All the three programs should be strengthened and its
implementation should be strictly monitored.
What programs were implemented in your schools in relation to
reading performance?

Training of reading pedagogies but this is seldom done.
Time and financial and human resources.
Some of the teachers handling English subjects are not English
majors.
What technical support or services were provided by the
Division?
SWOT ANALYSIS
Problem: Poor Reading Performance among Grade 4 Pupils

Poor Reading Performance among Grade 4 Pupils
Curriculum Support System
1) 50 hours of contact time lost.
1.1) Teachers are always absent.
1.2) Follow up docs at the division
office.
2) Only 10 reading books are present
per class.
3) Teachers are not well-versed of the
new trend of teaching reading
3.1) Only 2 trainings were provided to
the teachers on teaching pedagogies
of reading for the past 5 years.
SWOT Analysis
1) Summer Reading Camp, Read with
Me, Peer Reading Program
2) Availability of instructional materials.
This is not addressed by the SDO
because the EPS is also busy with
his other works.
3) All the three programs should be
strengthened and its implementation
should be strictly monitored.
4) Training of reading pedagogies but
this is seldom done.
5) Time and financial and human
resources.
6) Some of the teachers handling
English subjects are not English
majors.

THE COMPLETE PHENOMENON
The poor reading performance among grade 4 pupils can be attributed
to three factors namely: teachers contact time, availability of instructional
materials and teachers’ teaching skills in teaching reading. It is found out that 50
hours contact time was lost because the teacher was always absent. It is also sad
to note that there are only 10 reading materials shared by 30 students in a class.
More so, teachers handling reading classes are not well-versed of the new trend
of teaching reading.
These problems could have been prevented if there is regular
monitoring and close supervision of the activities done by the teachers. More so,
teachers would be more well-versed of the different teaching pedagogies in
reading if more trainings were provided to them by the SDO most especially to
teachers who are not English majors. Although there are programs implemented
to improve reading performance of the Grade 4 pupils but still its effect is not
felt due to these constraints.

References
Planning tools: Problem Tree Analysis. (2017). ODI. Retrieved 17 May 2017, from
https://www.odi.org/publications/5258-problem-tree-analysis
Problem Tree Analysis | SSWM. (2017). Sswm.info. Retrieved 17 May 2017, from
http://www.sswm.info/category/planning-process-tools/exploring/exploring-
tools/preliminary-assessment-current-status/prob
Using a Problem Tree Analysis in Project Management. (2017). Brighthub Project Management.
Retrieved 17 May 2017, from http://www.brighthubpm.com/project-
planning/118441-problem-tree-a-comprehensive-analysis-tool/
Villagonzalo, N. (2016). Monitoring, Evaluation and Adjustment (MEA) 10. DepEd
Region X Basic Education Sector Transformation (BEST)

Characterization, SWOT Analysis.pptx

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