The document summarizes a study evaluating the impact of the Department of Education's School-Based Feeding Program (SBFP) in the Philippines. The SBFP aims to rehabilitate severely wasted children, increase school attendance, and improve health and nutrition. The study used mixed methods including surveys of program beneficiaries and non-beneficiaries to assess the program's effects. Key findings included some limitations in identifying matching non-beneficiary students for comparison. The evaluation aimed to assess whether the SBFP achieved its goals and identify ways to strengthen the program.
Indigenous Peoples Education Curriculum FrameworkRey John Rebucas
The document outlines guidelines for an Indigenous Peoples Education curriculum framework in the Philippines. It discusses key topics such as the role of Indigenous teachers, adopting an Indigenous education policy, curriculum design principles focused on Indigenous communities, and integrating Indigenous knowledge and practices into the classroom. The framework aims to provide culturally appropriate education that respects Indigenous communities and empower learners through their cultural identities and knowledge systems.
The document is an individual performance review of Evelyn Mercado, a Master Teacher II, by her rater Richard Broñola, the school principal. It evaluates Mercado's performance from June 2015 to March 2016 based on key result areas including professional growth, instructional competence, instructional supervision, technical assistance, and additional factors. Mercado's performance is rated using indicators and supporting documents for each objective. The review will be used to assess Mercado's work and identify areas for improvement or additional training.
This document provides the multi-year guidelines for implementing the Results-Based Performance Management System (RPMS) for teachers in the Philippines based on the Philippine Professional Standards for Teachers (PPST) from School Year 2022-2023 to School Year 2024-2025. It details the procedures and tools for evaluating teacher performance anchored on the PPST over three school years. The RPMS tools assess teachers on 13 objectives across 5 key result areas based on the 37 indicators in the PPST. Performance is evaluated based on classroom observations, lesson plans, teaching materials and other means of verification.
The document summarizes the financial operations of a school-based feeding program partnership between the Department of Social Welfare and Development (DSWD) and the Department of Education (DepED). Funds are released from DSWD to DepED regional offices based on an approved memorandum of agreement. Regional offices then transfer funds to division offices, which issue checks to individual school principals. School principals must submit liquidation reports to account for spending on approved food, supplies, and expenses. Any unused funds must be returned to DSWD after the program is completed.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document outlines the Department of Education's (DepEd) adoption of the Basic Education Monitoring and Evaluation Framework (BEMEF) to guide monitoring and evaluation across governance levels. The BEMEF aims to ensure DepEd's plans, policies, and processes are aligned with organizational and learner outcomes. It establishes performance measures and guides M&E plan development. The framework defines roles and responsibilities in the M&E system to support evidence-based decision making and improve transparency and accountability in basic education.
This document summarizes a 3rd LAC Session on interpreting classroom observable indicators in effective teaching that took place on January 5, 2024 from 1:30-3:30 PM in the Computer Laboratory. The objectives of the session were to re-orient teachers on evaluation rubrics, share effective classroom strategies, and build teacher capacity on specific observable indicators. The session included a discussion of learner profiling, culture-based education, and workshops where teachers shared and got feedback on strategies for the indicators. House rules were also outlined.
To improve the school, the action plan proposes four objectives: 1) inspecting the school building's durability to ensure student safety through volunteer engineers; 2) setting up an umbrella study area in front of the Values Education Building to encourage reading; 3) attending professional development activities using personal funds to support teacher growth; and 4) conducting a feeding program for students to promote health, with activities, volunteers, target dates, and proposed budgets identified for each objective.
Indigenous Peoples Education Curriculum FrameworkRey John Rebucas
The document outlines guidelines for an Indigenous Peoples Education curriculum framework in the Philippines. It discusses key topics such as the role of Indigenous teachers, adopting an Indigenous education policy, curriculum design principles focused on Indigenous communities, and integrating Indigenous knowledge and practices into the classroom. The framework aims to provide culturally appropriate education that respects Indigenous communities and empower learners through their cultural identities and knowledge systems.
The document is an individual performance review of Evelyn Mercado, a Master Teacher II, by her rater Richard Broñola, the school principal. It evaluates Mercado's performance from June 2015 to March 2016 based on key result areas including professional growth, instructional competence, instructional supervision, technical assistance, and additional factors. Mercado's performance is rated using indicators and supporting documents for each objective. The review will be used to assess Mercado's work and identify areas for improvement or additional training.
This document provides the multi-year guidelines for implementing the Results-Based Performance Management System (RPMS) for teachers in the Philippines based on the Philippine Professional Standards for Teachers (PPST) from School Year 2022-2023 to School Year 2024-2025. It details the procedures and tools for evaluating teacher performance anchored on the PPST over three school years. The RPMS tools assess teachers on 13 objectives across 5 key result areas based on the 37 indicators in the PPST. Performance is evaluated based on classroom observations, lesson plans, teaching materials and other means of verification.
The document summarizes the financial operations of a school-based feeding program partnership between the Department of Social Welfare and Development (DSWD) and the Department of Education (DepED). Funds are released from DSWD to DepED regional offices based on an approved memorandum of agreement. Regional offices then transfer funds to division offices, which issue checks to individual school principals. School principals must submit liquidation reports to account for spending on approved food, supplies, and expenses. Any unused funds must be returned to DSWD after the program is completed.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document outlines the Department of Education's (DepEd) adoption of the Basic Education Monitoring and Evaluation Framework (BEMEF) to guide monitoring and evaluation across governance levels. The BEMEF aims to ensure DepEd's plans, policies, and processes are aligned with organizational and learner outcomes. It establishes performance measures and guides M&E plan development. The framework defines roles and responsibilities in the M&E system to support evidence-based decision making and improve transparency and accountability in basic education.
This document summarizes a 3rd LAC Session on interpreting classroom observable indicators in effective teaching that took place on January 5, 2024 from 1:30-3:30 PM in the Computer Laboratory. The objectives of the session were to re-orient teachers on evaluation rubrics, share effective classroom strategies, and build teacher capacity on specific observable indicators. The session included a discussion of learner profiling, culture-based education, and workshops where teachers shared and got feedback on strategies for the indicators. House rules were also outlined.
To improve the school, the action plan proposes four objectives: 1) inspecting the school building's durability to ensure student safety through volunteer engineers; 2) setting up an umbrella study area in front of the Values Education Building to encourage reading; 3) attending professional development activities using personal funds to support teacher growth; and 4) conducting a feeding program for students to promote health, with activities, volunteers, target dates, and proposed budgets identified for each objective.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
Special education fund (sef) expenditures and school performance (final)Ernie Cerado
This document discusses a study that assessed the expenditures of the Special Education Fund (SEF) by the local government of Lambayong Municipality in Sultan Kudarat province, Philippines and how it relates to school performance. The study found that SEF expenditures prioritized establishment and maintenance of extension classes and sports activities. Expenditures on construction and instructional materials were also significant. School performance was found to be generally positive along measures of quality, access, and efficiency over the period examined, with some room for improvement in areas like textbook ratios. Responsible budgeting of SEF was found to be related to enhanced school effectiveness.
This document provides guidelines and answers frequently asked questions regarding Parent-Teacher Associations (PTAs) in the Philippines. It states that every school should organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. Membership is voluntary and open to parents and teachers of enrolled students. The PTA is led by a Board of Directors composed of 15 members including a President, Vice President, Secretary, and Treasurer. The PTA can collect voluntary contributions from members and is responsible for reasonable fundraising once per year with the school head's approval. The school principal recognizes the PTA and may cancel recognition for violations of guidelines.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
The document outlines the Philippine Department of Education's Basic Education Development Plan 2030. The plan's goal is for all Filipinos to realize their full potential and contribute meaningfully to nation building. It identifies 4 critical components to achieve this: 1) Make the curriculum relevant to produce competent, job-ready and responsible citizens, 2) Accelerate delivery of basic education facilities and services, 3) Promote learner well-being, inclusive education and positive learning environments, and 4) Support teachers to improve instruction. Specific strategies are provided under each component to enhance access, equity, quality, resilience and governance in basic education by 2030.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
The document is a project proposal from Basud Elementary School for their 2019 Brigada Eskwela. The proposal outlines the project title, coordinator, beneficiary, dates, funding source, objectives, committees, and budget. The objectives are to revive the spirit of community involvement, maximize stakeholder participation to create a child-friendly school, and prepare a safer learning environment for the theme "Strong Nation for a Progressive School". The budget outlines costs for food, tarpaulins, and transportation totaling 9,750 Philippine pesos to support community members in cleaning and renovating the school facilities.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
This document is an individual performance commitment and review form for an elementary school principal. It outlines the principal's key result areas (KRA's) and objectives for the review period of January to December 2015. It also provides the performance indicators and weighting for each KRA: Instructional Leadership (40%), Learning Environment (10%), Human Resource Management (20%), Parent Involvement (10%), and School Leadership (20%). The principal's actual results will be rated on a scale of 1 to 5 for each indicator based on evidence provided.
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
The document is an accomplishment report from the Supreme Student Government (SSG) of Valencia National High School covering the period from May 2016 to September 2016. It details several projects and activities carried out by the SSG including providing financial support to campus athletes for sports competitions, procuring office supplies and appliances, supporting a lantern making contest, purchasing wall clocks and banners, and organizing student events. Each entry includes the name and objectives of the project or activity, date and duration, and brief remarks on outcomes. The report was prepared by the SSG Secretary and President and approved by the SSG Adviser and School Principal.
1. The document summarizes two teacher training activities conducted by the Matho Integrated School in the Philippines. The first activity coached teachers on blended learning, curriculum guidelines, and safety protocols for limited in-person classes. The second activity trained teachers to create interactive digital instructional materials.
2. Both activities had 100% participation and covered topics like blended learning approaches, curriculum standards, and using tools like Kotobee to create digital materials with videos, pictures and quizzes.
3. The digital materials training had teachers create sample interactive materials, present their work, and receive feedback to improve integrating technology into distance learning.
The document provides an accomplishment report for the Disaster Risk Reduction Management (DRRM) unit of Brgy. Ibabang Tayuman, San Francisco, Quezon for the 2021-2022 school year. It details the unit's general objectives to protect safety, increase resilience, and ensure educational continuity. It also outlines the unit's pillars of implementation including prevention, mitigation, preparedness, response and rehabilitation. For each pillar, it lists specific activities, target dates, budget requirements, level of implementation and offices or personnel involved. Photographic documentation and a newsletter are included as attachments.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This document is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
Basic education learning continuity plan abiera, lorlie alvarezLorlieAbiera1
The Learning Continuity Plan Plus (LCP+) of Southern Bugasong National High School outlines strategies for remote and limited face-to-face learning, including providing printed learning materials, dividing classes into morning and afternoon shifts, and conducting enrichment activities by phone. It also details plans for instructional support, health and safety protocols, monitoring implementation, and partnerships to support students during remote learning.
Award Certificates Templates by Sir Tristan Asisi (1).docxTinTin923889
Three students from San Agustin Elementary School in Negros Occidental, Philippines received Certificates of Recognition for achieving GPAs of 91.28%, 90.31%, and 90.06% respectively during the second quarter of the 2022-2023 school year.
Additionally, a student named Robert V. Guzman from Batangas City East Elementary School in Batangas City, Philippines received several awards including a Certificate of Merit for outstanding academic performance with honors, another Certificate of Merit for outstanding academic performance with high honors, a Conduct Award for exemplifying the school's core values, and a Certificate of Recognition for perfect attendance during the fourth quarter of the 2017-2018 school year.
The Philippines must catch up with the rest of the world in education based on several reports. It ranks low among ASEAN countries in measures of education quality and innovation capacity. It also has the shortest pre-university program in Asia at just 10 years total, compared to 12-15 years in other countries. The K-12 program aims to address these issues by streamlining the curriculum, improving teaching quality, expanding job opportunities, and better preparing students for higher education or work. It will provide universal Kindergarten and add 2 years to basic education, for a total of 13 years of pre-university education.
Colorful Cute Simple Illustrative Doodles Funny About Me Creative Presentatio...MarifeOllero1
The School Based Feeding Program (SBFP) aims to address hunger, improve nutrition status, and enhance school performance among undernourished students. It provides nutritious food and milk to primary beneficiaries including severely wasted, wasted, stunted, and stunted learners. Challenges include inconsistent implementation, insufficient budget, and some corruption with decentralized funds. Studies found that SBFP improved attentiveness, sociability, and attendance. It also promoted health and a culture of care. However, individual monitoring and strengthening partnerships could further maximize SBFP's effectiveness in improving nutritional outcomes and learning.
This seminar was held in partnership with WFP under the title of "Utilizing evidence-based research to inform policy: The Case of School Feeding Programs"
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
Special education fund (sef) expenditures and school performance (final)Ernie Cerado
This document discusses a study that assessed the expenditures of the Special Education Fund (SEF) by the local government of Lambayong Municipality in Sultan Kudarat province, Philippines and how it relates to school performance. The study found that SEF expenditures prioritized establishment and maintenance of extension classes and sports activities. Expenditures on construction and instructional materials were also significant. School performance was found to be generally positive along measures of quality, access, and efficiency over the period examined, with some room for improvement in areas like textbook ratios. Responsible budgeting of SEF was found to be related to enhanced school effectiveness.
This document provides guidelines and answers frequently asked questions regarding Parent-Teacher Associations (PTAs) in the Philippines. It states that every school should organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. Membership is voluntary and open to parents and teachers of enrolled students. The PTA is led by a Board of Directors composed of 15 members including a President, Vice President, Secretary, and Treasurer. The PTA can collect voluntary contributions from members and is responsible for reasonable fundraising once per year with the school head's approval. The school principal recognizes the PTA and may cancel recognition for violations of guidelines.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
The document outlines the Philippine Department of Education's Basic Education Development Plan 2030. The plan's goal is for all Filipinos to realize their full potential and contribute meaningfully to nation building. It identifies 4 critical components to achieve this: 1) Make the curriculum relevant to produce competent, job-ready and responsible citizens, 2) Accelerate delivery of basic education facilities and services, 3) Promote learner well-being, inclusive education and positive learning environments, and 4) Support teachers to improve instruction. Specific strategies are provided under each component to enhance access, equity, quality, resilience and governance in basic education by 2030.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
The document is a project proposal from Basud Elementary School for their 2019 Brigada Eskwela. The proposal outlines the project title, coordinator, beneficiary, dates, funding source, objectives, committees, and budget. The objectives are to revive the spirit of community involvement, maximize stakeholder participation to create a child-friendly school, and prepare a safer learning environment for the theme "Strong Nation for a Progressive School". The budget outlines costs for food, tarpaulins, and transportation totaling 9,750 Philippine pesos to support community members in cleaning and renovating the school facilities.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
This document is an individual performance commitment and review form for an elementary school principal. It outlines the principal's key result areas (KRA's) and objectives for the review period of January to December 2015. It also provides the performance indicators and weighting for each KRA: Instructional Leadership (40%), Learning Environment (10%), Human Resource Management (20%), Parent Involvement (10%), and School Leadership (20%). The principal's actual results will be rated on a scale of 1 to 5 for each indicator based on evidence provided.
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
The document is an accomplishment report from the Supreme Student Government (SSG) of Valencia National High School covering the period from May 2016 to September 2016. It details several projects and activities carried out by the SSG including providing financial support to campus athletes for sports competitions, procuring office supplies and appliances, supporting a lantern making contest, purchasing wall clocks and banners, and organizing student events. Each entry includes the name and objectives of the project or activity, date and duration, and brief remarks on outcomes. The report was prepared by the SSG Secretary and President and approved by the SSG Adviser and School Principal.
1. The document summarizes two teacher training activities conducted by the Matho Integrated School in the Philippines. The first activity coached teachers on blended learning, curriculum guidelines, and safety protocols for limited in-person classes. The second activity trained teachers to create interactive digital instructional materials.
2. Both activities had 100% participation and covered topics like blended learning approaches, curriculum standards, and using tools like Kotobee to create digital materials with videos, pictures and quizzes.
3. The digital materials training had teachers create sample interactive materials, present their work, and receive feedback to improve integrating technology into distance learning.
The document provides an accomplishment report for the Disaster Risk Reduction Management (DRRM) unit of Brgy. Ibabang Tayuman, San Francisco, Quezon for the 2021-2022 school year. It details the unit's general objectives to protect safety, increase resilience, and ensure educational continuity. It also outlines the unit's pillars of implementation including prevention, mitigation, preparedness, response and rehabilitation. For each pillar, it lists specific activities, target dates, budget requirements, level of implementation and offices or personnel involved. Photographic documentation and a newsletter are included as attachments.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This document is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
Basic education learning continuity plan abiera, lorlie alvarezLorlieAbiera1
The Learning Continuity Plan Plus (LCP+) of Southern Bugasong National High School outlines strategies for remote and limited face-to-face learning, including providing printed learning materials, dividing classes into morning and afternoon shifts, and conducting enrichment activities by phone. It also details plans for instructional support, health and safety protocols, monitoring implementation, and partnerships to support students during remote learning.
Award Certificates Templates by Sir Tristan Asisi (1).docxTinTin923889
Three students from San Agustin Elementary School in Negros Occidental, Philippines received Certificates of Recognition for achieving GPAs of 91.28%, 90.31%, and 90.06% respectively during the second quarter of the 2022-2023 school year.
Additionally, a student named Robert V. Guzman from Batangas City East Elementary School in Batangas City, Philippines received several awards including a Certificate of Merit for outstanding academic performance with honors, another Certificate of Merit for outstanding academic performance with high honors, a Conduct Award for exemplifying the school's core values, and a Certificate of Recognition for perfect attendance during the fourth quarter of the 2017-2018 school year.
The Philippines must catch up with the rest of the world in education based on several reports. It ranks low among ASEAN countries in measures of education quality and innovation capacity. It also has the shortest pre-university program in Asia at just 10 years total, compared to 12-15 years in other countries. The K-12 program aims to address these issues by streamlining the curriculum, improving teaching quality, expanding job opportunities, and better preparing students for higher education or work. It will provide universal Kindergarten and add 2 years to basic education, for a total of 13 years of pre-university education.
Colorful Cute Simple Illustrative Doodles Funny About Me Creative Presentatio...MarifeOllero1
The School Based Feeding Program (SBFP) aims to address hunger, improve nutrition status, and enhance school performance among undernourished students. It provides nutritious food and milk to primary beneficiaries including severely wasted, wasted, stunted, and stunted learners. Challenges include inconsistent implementation, insufficient budget, and some corruption with decentralized funds. Studies found that SBFP improved attentiveness, sociability, and attendance. It also promoted health and a culture of care. However, individual monitoring and strengthening partnerships could further maximize SBFP's effectiveness in improving nutritional outcomes and learning.
This seminar was held in partnership with WFP under the title of "Utilizing evidence-based research to inform policy: The Case of School Feeding Programs"
The document provides a summary of a study that evaluated the impact of Knowledge Channel Foundation's educational television programs on the academic performance of students in 52 schools across the Philippines. Key findings include:
- Students who viewed the programs for 4 months saw an average test score increase of 6 percentage points, while those with 1 year of exposure improved by 11 points.
- Significant improvements were seen across all 14 participating provinces, ranging from nearly 2 to 19 percentage points. The highest gains were found in a school that increased access to the television programs.
- Baseline test scores varied regionally, with students in Iloilo and Dumaguete scoring highest on average and those in Samar performing the lowest.
The document discusses a study on the Gulayan sa Paaralan (school vegetable garden) program in Tingloy Central School in the Philippines. It provides background on the program and its goals of promoting food security, nutrition, and sustainable resource use. The study aims to examine the program's impacts on the economy, society, and environment. It will assess perceptions of students, parents, and teachers. The researcher hopes the study can help strengthen the program and identify sustainable solutions. Statistical tools like surveys, frequency analysis, and chi-square tests will be used to analyze data on perceptions and relationships between variables.
The minutes from the 4th Division Management Committee Meeting discuss various topics such as the implementation of the National Learning Camp and end-of-school-year activities, updates on curriculum implementation and special programs, school governance guidelines, personnel concerns, and the status of various division offices. Key agreements included providing standardized National Learning Camp materials, improving learner information system updating, and submitting required liquidation documents on time.
The document proposes the NourishEd program to address undernutrition among students at Dawa NHS in Zamboanga del Sur, Philippines. Baseline data found 9 students who are wasted or severely wasted. The program will provide nutritional education, subsidized meals twice a week using school garden produce, and community engagement. It aims to improve students' BMI and nutritional status over 3 months. The proposal outlines research questions, methods, timelines, dissemination plans, and a budget of 4,500 pesos to implement the program.
This document provides guidelines for the release, utilization, monitoring and reporting of program support funds for the pilot implementation of including Alternative Learning System (ALS) in School-Based Management for School Year 2020-2021 in the Philippines. It selects 100 pilot schools to receive funds to support ALS programs. The funds must be used for enhancing teaching and learning, improving school management, and strengthening resilience. It outlines the allocation of funds, monitoring process, and reporting requirements for proper use and accountability of funds.
ABSENTEEISM BASIS FOR HRP PROJECT AS INTERVENTION BY SUSAN I. LABADANsusanlabadan1
Abstract
Attendance is an important factor in school success among children and youth. Studies show that better attendance is related to higher academic achievement for students as compared to those who are always absent in their classes. Absenteeism particularly in a chronic and habitual extent is considered as one of the hindrances to successful and effective schooling of the learners that indicates low academic performance and achievements. This Descriptive-Survey study determined primarily the functions to describe the selected students-absentees from grade eleven to grade twelve of Baungon National High School-Danatag Annex. The study was focused on the senior high school participants who were frequently absent from their classes including their perceptions, conditions, experiences and level of competencies and other attributes. Data was treated using descriptive and statistical (frequency count, percentage and weighted mean).Results revealed that majority of the student-absentees were males. Youth labor, financial problems and poverty-related problems of the family were the two leading factors or causes that led to students’ chronic absenteeism. Also, the numbers of absentees were reduced after the implementation of the HRP approach. Thus, the HRP approach was effective in addressing problems on students’ absenteeism. We look at the role of parents, educators, schools, government and institutions policy, develop and implement projects, programs, innovations involving various developmental aspects that appeal to learners’ interest and motivation, and organize a specialized working committee composed of faculty members and parents tasked to assess the level of school and to monitor the cases of absenteeism.
This document outlines a 7-step process for developing a proposal and budget for a preschool program. It includes identifying the need for the program based on research showing benefits of preschool, determining the target population which are at-risk families in the community, considering program needs such as staffing and materials, locating funding sources such as grants, developing a budget, submitting a proposal to the school board, and promoting the program in the community. An example budget of over $136,000 is also provided to cover expenses like staff salaries, benefits, supplies, transportation, and food services for 16-18 students.
This document outlines the steps to develop a proposal and budget for a preschool program. It discusses identifying the need for the program by reviewing research on the benefits of preschool. It also discusses determining the target population by analyzing community demographics and at-risk factors. The document considers the program needs such as staffing, materials, transportation, and enrollment levels. It discusses locating funding sources such as grants from the state department of education and private organizations. Finally, it discusses developing a budget to cover all program costs and promoting the program in the community through various outreach strategies.
PERCEIVED MEASURES FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION ...Yusuf Suleiman, PhD
This document discusses perceived measures for effective implementation of the Universal Basic Education (UBE) programme in primary and junior secondary schools in Delta State, Nigeria. It begins with an introduction to UBE and its objectives of providing free and compulsory education. Challenges to implementation are then examined through a literature review and interviews with school administrators. Key challenges identified include poor funding, inadequate infrastructure, and lack of qualified teachers. Recommendations to address these challenges include increasing education budget allocation, improving facilities and teacher recruitment, and reducing class sizes. The study concludes that while UBE aims to provide universal access to education, many objectives remain unachieved in Delta State due to implementation challenges.
This document summarizes a research study on the status, practices, and prospects of Philippine schools overseas in Riyadh, Saudi Arabia. It provides background on Philippine education systems and schools abroad. The study examines 7 Philippine schools in Riyadh across categories like type of school, curriculum, programs, and management. Survey data was collected from school administrators and teachers to determine current status, practices in areas like curriculum and professional development, and future prospects. Statistical analysis was conducted to identify differences between schools. The results aim to propose best practices for overseas Philippine schools.
Best Practices in Diplahan National High School S.Y. 2016-2017Karlwinn Paitan
This ppt presentation compiles all the Best Practices of the School. These practices result to a positive impact in terms of performance indicators of the school.
The document provides data on various metrics for a school from school years 2013-2016. It includes information on enrollment trends which have increased over time, health status of students which shows most are normal, availability of learning materials, training attended by teachers, sources of school funding which mostly comes from MOOE, academic awards and recognition, dropout rates and causes, promotion rates by grade, literacy level results showing improvement, and various ratios including learner-teacher, learner-classroom, and learner-toilet.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
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The Impact of DepED’S School-Based Feeding Program.pptx
1. The Impact of DepED’S School-
Based Feeding Program
1
Philippine Institute for Development Studies
Surian sa mga Pag-aaral Pangkaunlaran ng Pilipinas
www.pids.gov.ph
Jose Ramon Albert, Ph.D. , Senior Research Fellow, PIDS
Ana Maria L. Tabunda, Ph.D. , UPSS & Pulse Asia
Imelda Angeles-Agdeppa, FNRI
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
2. Outline
1. Introduction : The School Based Feeding
Program (SBFP) and the PIDS Study
Evaluating the SBFP
2. Methodology & Results
3. Ways Forward
2
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
4. DepED’s in-school feeding program, initially called the
Breakfast Feeding program, was first launched in 1997 to
address short-term hunger among public school children.
◦ After SY 2008-2009, program shifted to addressing undernutrition or
malnutrition among elementary children enrolled in public schools.
◦ Starting SY 2012-2013, the program was called School Based Feeding Program
(SBFP) so as not limit the feeding to breakfast only.
◦ The SBFP provides food to severely wasted (SW) children (weight-for-height of
child is below minus 3 standard deviation cut-off established by WHO for well-
nourished populations) . The SBFP is conducted in schools over a period of 100
to 120 feeding days for a given batch of program beneficiaries.
4
1.1. The SBFP
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
5. Goals of the SBFP are :
1. To rehabilitate at least 70% of severely wasted beneficiaries to normal
nutritional status at end of 100 to 120 feeding days;
2. To increase classroom attendance by 85% to 100%
3. To improve the children's health and nutrition values and behavior.
To ensure effectiveness and sustainability of SBFP,
complementary activities are undertaken
◦ Deworming of beneficiary children
◦ Program implementers undertake waste segregation, management and composting;
and integrate the Essential Health Care Program (EHCP) in SBFP
◦ Schools grow vegetable gardens under Gulayan sa Paaralan Project (GPP)
5
1.1. The SBFP
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
6. ◦ The SBFP involves feeding primary pupils for 100–120
feeding days, using a 20-day cycle of standardized recipes
with malunggay.
SBFP’s feeding days are fewer compared to an average of 180 feeding days
in other developing countries (Bundy et al. 2009)
◦ Each meal has at least 300 calories.
This is lower compared to other feeding programs that provide 876
calories per meal (Adelman et al. 2008).
◦ To implement SBFP, each school head establishes its SBFP
core group (CG) and involves volunteer parents in
preparation of meals and in feeding the children.
6
1.1. The SBFP
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
7. ◦ In SY 2013–2014, the daily feeding budget for SBFP was PHP 16
per beneficiary, covering both the food (PHP 15 per beneficiary)
and the admin and monitoring expenses (PHP 1 per participant).
◦ In the same SY, DepED’s SBFP had a total budget of PHP 77.5
million to feed a fraction of the SW pupils in public primary
schools. The number of SBFP beneficiaries (40,361) was only 7.2
percent of the more than half a million (562,262) SW primary
school students across the Philippines
In SY 2014-2015, SBFP was given a budget of over PHP 1B to target all
severely wasted students in this schoolyear. For SY 2015–2016, budget
was further increased to more PHP 2B, with the program targeting
532,752 severely wasted pupils, as well as about half (627,403) of the
total number (1,312,935) of wasted pupils in public primary schools
7
1.1. The SBFP
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
8. Objectives of Impact Evaluation of SBFP:
1. assess the outcomes and impact of the 2013-2014 SBFP in
terms of its stated educational and nutritional objectives; and
2. assess the complementary activities of 2013-2014 SBFP
namely, the GPP and integration of the EHCP in
implementation of the 2013-2014 SBFP.
3. identify changes needed, if any, to improve the design and
management of the program.
Significance: An IE of SBFP and complementary activities would serve to
determine whether SBFP is achieving its goals and may provide useful
insights to DepED that would help serve to strengthen future strategy or
improve the design of the program.
8
1.2. Impact Evaluation of SBFP
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
9. ◦ In SY 2013-2014, DepED allocated funds for school-feeding of
40,361 SW pupils in 814 schools across the country
◦ Distribution of program beneficiaries was uneven across regions
CAR, Region XII, Caraga and ARMM each had at most 600 beneficiaries
Region IV-A had 8,893 beneficiaries.
◦ The distribution of program beneficiaries was also uneven across
schools.
In NCR and Region IV-A, no school had fewer than 20 beneficiaries.
◦ Most of SY 2013-2014 beneficiaries were from rural areas (65.7%).
◦ Nearly half of the SBFP beneficiary schools in SY 2013-2014 were
located in first-class cities or municipalities.
9
1.3. SBFP for SY 2013-2014
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
10. 2. Methodology & Results
10
www.pids.gov.ph
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
11. ◦ The best approach for an impact evaluation is to conduct a
randomized controlled trial (RCT), which involves having a targeted
set of beneficiaries, and randomly assigned them into the program.
In practice, this is challenging to implement, so other approaches
are used, including matching beneficiaries with non-beneficiaries
meant to perform a counterfactual analysis and measure impact.
11
2.1. Study Design
Impact of
SBFP
Outcome
with SBFP
Outcome
without
SBFP
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
12. ◦In practice, a RCT is challenging to implement, so other
approaches are used, including matching beneficiaries with
non-beneficiaries meant to perform a counterfactual
analysis. The design for the IE of SBFP involved a mixed
methods approach.
◦Quantitative surveys of program beneficiary pupils and
their parents, as well as matched non-program beneficiary
children and their parents (to generate a counterfactual
analysis)
◦Key Informant Interviews (KIIs) of school-heads and SBFP
implementors, as well as Focus Group Discussions (FGDs)
with parents during process evaluation (initial phase of IE),
and main phase of the study.
12
2.1. Study Design
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
13. ◦ A multi-stage stratified random sample with a target sample size of
1,210 SBFP beneficiaries was to be drawn from 44 randomly
sampled beneficiary schools in
Northern and Central Luzon (CAR, Regions I to III)
NCR and Region IV-A
Regions IV-B and V
◦ The schools were initially stratified into
stratum 1 : N ≤ 19 SW
stratum 2 : 20 ≤ N ≤ 29
◦ Samples of 15, 25 and 35 SW pupils were to be drawn from
collapsed strata 1-and-2, stratum 3 and stratum 4, respectively.
Allocation of the 44 beneficiary schools and target number of SW
beneficiaries per school was done in a manner that will yield an
approximately proportional sample.
13
2.1. Study Design
Visayas
Mindanao
stratum 3 : 30 ≤ N ≤ 99
stratum 4 : N ≥ 100
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
14. ◦A sample of 1,210 (target sample size) SW non-beneficiary
(NB) pupils was to be selected from schools that were not
included in the SY 13-14 implementation of the SBFP.
NB pupils were to be matched to randomly selected beneficiary pupils in
terms of Nutrition Status (NS), Age in years, and Sex of pupil
◦Interviews of
Parent / guardian of sampled beneficiary pupils
Parent / guardian of sampled NB pupils
School Heads of 44 Beneficiary Schools
School Heads of NB Schools
An SBFP Core Group member per sampled beneficiary school
Teachers of sampled beneficiary pupils
◦FGDs involving Parents (beneficiary and NB), Teachers, Core
Group members
14
2.1. Study Design
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
15. 1. The survey was conducted about a year after the implementation of the
SY 2013-2014 SBFP, the focus of the study. Survey responses may be
subject to recall bias.
2. Info needed for verifying nutrition status and school attendance of
beneficiary and NB children is missing or incomplete for many of the
sampled beneficiary children and NB children.
3. The expanded implementation of the SY 2014-2015 SBFP, which was
ongoing at the time of the survey, constrained the selection of non-
beneficiary SW children (counterfactual sample).
4. The analysis presented is an unweighted analysis.
5. Validation of information regarding list of beneficiary schools (as stated in
DepED Memo No. 74 s. 2013) was conducted during the field work.
15
2.2. Limitations of Study
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
16. ◦Field work dates: 16 Feb to 27 Mar 2015
◦12 of the 44 beneficiary schools in the original sample had to
be replaced
◦Because of a lower number of SW pupils in many of the
sampled schools, only 1,151 beneficiary children (some of
whom are siblings) were interviewed.
◦Identifying 1 NB school per beneficiary school prior to field
work proved insufficient.
Some NB schools
• did not have SW pupils
• or did not have enough SW pupils
• or enough SW pupils that matched the sampled beneficiaries.
◦1,107 NB pupils (some of whom are siblings) from 119 NB
schools were interviewed.
16
2.3. Survey Implementation & Challenges
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
17. ◦ Of the 44 sampled beneficiary schools, 30 schools or 68% are
located in rural barangays
◦ 68% implemented the SBFP for the first time in SY 13-14
◦ Of the 14 schools that are repeat-implementers, 11 had repeat
pupil beneficiaries
Number of repeat beneficiaries ranged from 1 to 28 for 9 schools
1 school reported having 100 repeat beneficiaries, another reported 134
◦ 12 School Heads said that they fed W pupils in SY 13-14.
◦ All but 5 of the schools had a school vegetable garden in
SY 13-14.
◦ All but 2 schools implemented the Essential Health Care Program
(EHCP) in SY 13-14.
17
2.4. Beneficiary Schools
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
18. Families
◦ About 67% of 1,081 beneficiary families reside in rural areas.
◦ Nearly half (49.4%) were CCT beneficiaries in SY 13-14.
◦ About 15% of the families have OFW relatives who send them money.
◦ Average family size of beneficiary families is 6, with size ranging from 2 to 16.
Children
◦ More than half of the beneficiary pupils are male (56%).
◦ Recorded ages of children range from 4 to 16, with a mean and median age
of about 10.
◦ About 1/3 of the children are below 8 years old.
◦ Nearly 39% of the children were repeat beneficiaries (acc. to parents).
◦ 36% were beneficiaries in SY 14-15 as well.
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2.5. Beneficiary Families & Children
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
19. ◦ Some inconsistencies in the descriptor for nutrition status
(e.g., SW, W, etc.) of beneficiary and NB children in SBFP forms
and nutrition status reports and the verified nutrition status
based on recorded birthdates and weight and height
measurements in these
same documents.
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2.6. Main Findings (on Nutrition)
Fig. 3. Verification of pre-feed nutrition status of SY 13-14 SBFP beneficiary pupils
No Info / With
Incomplete Info on
Pre- Feed Date
With Complete Info
on Pre- Feed Date
1, 151
Beneficiary
Children
394 pupils or 34% 757 pupils or 66%
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
20. ◦ Study was able to verify pre-feed and height of 753 beneficiary children.
20
2.6. Main Findings (on Nutrition)
Verfied to be
Severely Wasted
494 pupils or 43%
Verfied to be
Wasted
147 pupils or 13%
Verfied to be
Normal
111 pupils or 10%
Complete Info on
Pre- Feed Weight
and / or Height
753 pupils or 66%
With Complete Info
on Pre- Feed Date
No Info on Pre-
Feed Weight and /
or Height
757 pupils or 66%
4 pupils or 0.3%
• Some 494 pupils, or about 66%
of beneficiary children with
complete information on NS
variables were verified to be SW.
• Majority of the verified wasted
(W) beneficiaries may not be
considered borderline SW.
• In the case of NB children, 383
pupils or 61% of the 626 cases
with complete information on NS
variables were verified to be SW.
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
21. ◦ 62% of the 287 verified SW beneficiary children attain at least
normal nutrition status at the end of the feeding program.
21
2.6. Main Findings (on Nutrition)
But 10% of Normal regress to
poorer nutrition status and 30%
of Wasted pupils either remain
Wasted or regress to SW.
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
22. ◦ A comparison of the NS of beneficiary and non-beneficiary pupils
during the survey (Tables 2a and 2b) shows that more SBFP-fed
severely wasted pupils attained and maintained a normal NS or
better compared to non-beneficiary counterparts (48% vs 41%).
22
2.6. Main Findings (on Nutrition)
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
23. Attainment of Goal on School Attendance
◦ Of about 200 SBFP pupil beneficiaries verified to be severely wasted prior to
the feeding, and who had school attendance data, only about 3 percent
attended school for less than 85 percent of the total school days. The median
percentage attendance for the severely wasted children is 97.5 percent.
(School attendance of non-beneficiary pupils is comparable).
Assessment of complementary programs
◦ Nearly all beneficiary schools implemented GPP and EHCP. Some parents
mentioned that when school sometimes lacked food for SBFP, feeding
implementors added vegetables from school garden to make up for the lack.
◦ Children were taught importance of good grooming, of washing hands before
and after meals, of brushing their teeth, and of good nutrition. Nearly all
children say that they continue to wash their hands before and after eating,
both at school and at home. (But only 69 percent of the field interviewers
found children to be well-groomed at the time of the interview.)
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2.7. Other Findings
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
24. Sustaining Nutritional Gains
◦ There are challenges sustaining nutritional gains in the case of many severely
wasted beneficiaries a year or more after the feeding.
In particular, of the 179 severely wasted beneficiaries whose nutrition
status had improved to normal at the end of feeding, and who had
consistent height measurements for pre-feeding and survey periods, about
half (48%) remained normal by the time of the survey, but some regressed
to wasted or severely wasted a year or more later.
◦ This suggests the need to continue feeding most of the severely wasted
beneficiaries beyond the 100- to 120-day feeding cycle, while simultaneously
introducing government interventions (not necessarily DepED-administered)
other than feeding programs to address the capacity of disadvantaged families
to provide for the nutritional needs of their members
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2.7. Other Findings
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
25. Positive Feedback from Stakeholders
◦ Field interviews and FGDs suggest that the SY 2013–2014 SBFP was generally
implemented well, with majority of school heads, teachers, and parents
expressing appreciation for the program and with sizeable percentages of
heads and teachers expressing a desire to continue and expand it. The SBFP
also promoted a culture of care and active participation among stakeholders
◦ The SBFP also helped improve attentiveness and sociability of the beneficiary
pupils. Teachers reported that most of the beneficiaries enrolled in their
classes improved their level of attentiveness during (96%) and after (95%) the
feeding. The children also became more sociable during the feeding (97%)—a
development that was sustained after the feeding (96%).
◦ Improvement in class attendance was also reported by teachers for 94 percent
of the beneficiaries; 92 percent of the children sustained good attendance.
25
2.7. Other Findings
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
27. ◦ Inaccuracies in recorded ages (to nearest month), and height and weight
measurements (recorded in school documents as well as those obtained
during the survey) constrain proper assessment of initial nutrition status of
would-be program beneficiaries, as well as improvement in such status.
RECOMMENDATION: DepED should provide all schools with standardized
equipment for weighing and height-measurement. (Nonbeneficiary schools
also need to submit accurate nutrition status reports, which serve as basis for
determining beneficiary schools).
School heads, school nurses, and class advisers, if not all teachers, should be trained on
the proper use of such scales and on the importance of proper documentation of pre-
feeding, feeding, and post-feeding phases of SBFP to help in the proper selection of
beneficiary schools and beneficiary pupils, and in monitoring and evaluating program
outcomes
27
3. Ways Forward
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
28. ◦ The target goal of having at least 70% of SW beneficiaries attain normal
nutrition status by the end of a 100 to 120-day one-meal feeding program
may have not been attained in SY 2013-2014.
This may be due to
◦ problems in administration of program in some schools
◦ various factors beyond the control of program implementers
RECOMMENDATION: DepED should revisit targets. Note that new (higher)
nutrition targets have been set in the SBFP for SY 2014-2015 and 2015-2016
due to higher budgets.
28
3. Ways Forward
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
29. ◦ Nutritional gains of the program are not sustained in the case of many of the
SW beneficiaries 12 months or more after the feeding program.
RECOMMENDATION: DepED should revisit implementation processes, e.g.,
100-120 days (why not whole SY???). It will help also to increase the food
budget allocation, and allow for inflation-adjusted increases in both program
administration and food budgets as warranted.
◦ The feeding program appears to have been implemented well. It also help
improve attentiveness in class and sociability of beneficiary pupils. The goal
of at least 85% school attendance is attained by the program beneficiaries for
entire SY (though even the NB children have good school attendance).
RECOMMENDATION: DepED needs to continue monitoring program, and
learn lessons from M&E, make adjustments as need be.
29
3. Ways Forward
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City
30. PhilippineInstituteforDevelopmentStudies
Surian samga Pag-aaral Pangkaunlaran ng Pilipinas
Service through
policy research
30
EMAIL: jalbert@mail.pids.gov.ph
Thank you
Special thanks to Sonny Domingo, Beverly Lumbera,
Martin Joseph Raymundo, Winnie Gerio and other
PIDS staff who helped us conduct some fieldwork
(FGDs & KIIs), troubleshoot, and encode data during
the course of this project. Thanks also to DepED for
the cooperation, and DBM for financial support.
/PIDS.PH
@PIDS_PH
http://www.pids.gov.ph
13th National Convention on Statistics
October 3-4, 2016, EDSA Shangri-La Hotel, Mandaluyong City