phase 1: setting division targets and strategies

Phase 1: SETTING DIVISION

TARGETS AND STRATEGIES

VISION: “Globally competitive, morally upright and fully committed learners.”

MISSION: “The Division of City Schools is committed to provide learners access to excellent basic education and life-long learning through technologically-driven, value-laden and fully engaged instruction.”

GOALS AND OBJECTIVES:

Goal 1. Increased Access to Basic Education (PROVISION OF ACCESS)General Objectives: Improved enrolment participation rates in all levels of basic education systemsImproved program resources and the corresponding program/project indicators

Goal 2. Improved learners performance (QUALITY AND RELEVANCE OF BASIC EDUCATION)General Objective: Improved performance in the National Achievement Test

Goal 3. Improved Internal Efficiency (MANAGEMENT OF EDUCATIONAL SERVICESGeneral Objectives: Improved Cohort Survival Rate and Completion Rate in all levelsDecreased Dropout / Leaver Rate in all levels.

DIVISION CORE VALUES:

I-CARES Integrity

Creativity

Accountability

Responsibility

Excellence

Strategic Partnership

BASIC INPUTS-PUBLIC SCHOOLS

Prep ElementarySecondar

y Total

No. of Schools (96) 96 46

142

Classes 1080 5109 2806 8,995

Enrolment 26,712 261,616 151,856

440,184

Teacher Items /Mobile 382 6,115 4,529

11,026

Pupil/Student :Teacher Ratio 34.96 42.78 33.53 39.92

Classrooms 201 3139 1973 5,313

Pupil/Student: Classroom Ratio (1 shift)

132.90 83.34 76.97 82.85

Seats (1 shift) 151,792 92,060

243,852

Pupil/Student: Furniture Ratio (1 shift)

1.72 1.65

1.81

AREADATA

(Source: Online)OPPORTUNITIES THREATS

Economic QC is gaining place in the global arena with WB citing QC as one of the richest and cleanest city in the Philippines

Large consumer market of 2.9 million people (24% of NCR population)

One of the largest sources of manpower in the Philippines

Employable human resource = 1.67 million

Young labor force of almost 1 million

•QC is an ideal place to put up any legitimate kind of business and livelihood

Large employable Population:

Ages 20-64 = 1.672 M

Ages 31-40 = 1.0868 M

Ages 30 below = 0.617M

Incidence of poverty is high

Resources of schools are depleted

Negative effect on Access, quality and Efficiency of the schools

EXTERNAL ANALYSIS MATRIX

AREADATA


Economic Land area = 16,112 hectares (25% of the land area of Metro Manila)

Large tracts of land available for development CD I,III & IV)

Reasonably priced real estate values

Ideal transshipment point between north and south

•3,631 Php. Per capita

home of the country’s best schools and universities

•QC is an ideal place to put up any legitimate kind of business and livelihood

•One of the most strategic and most cost-effective locations for business in the Philippines

•Families are sources of enrolling children in schools

Incidence of poverty is high

Resources of schools are depleted

Negative effect on Access, quality and Efficiency of the schools


AREADATA


Social 1/3 (33%) of population is less than 15 years old.

34.38% or 997,000 people are youthful people

More than 40% of the population is younger than 20 yrs

Average age is 24 year20,000 college graduates produced yearly

Literacy Rate = 98.32% slightly higher than the NCR


Large dependent population


AREADATA


Social 239,605 families are informal settlers

Densely populated but unevenly distributed; most populated is CD II

12.1% of children of ages 5-14 population is working

Poverty incidence of 3.8 % (NSCB 2009) or

19,397 Families as estimated from the total population of 2,960,627


Large dependent population

Child labor due to poverty


AREADATA


Political 4 Congressional Districts 6 Councilors & 1 Congressman each142 barangays

Presence of Ordinances to support education

Institutionalization of the CDP for QC (Master plan)

ECCD support (daycare centers)

Good housekeeping of the CityBusiness-Friendly City

City-government initiated Low-cost housing project

Strong political support from the LSB for quality basic education

Strong private-public industry partnerships More business networking

Teachers as beneficiaries of city housing projects

High population density in CD II


AREADATA


Ecological- • with many large parks integrated in mixed-use communities

• with expansive lands available for large-scale development

with major parks which include La mesa Reserve /Eco Park, Ninoy Aquino Parks & Wildlife, QC memorial Circle. Balara Filters Park, UP Arboretum

Ideal for high rise “green” buildings

Its large population produce tons upon tons of solid wastes daily, posing threat to the environment

Vulnerable to floods, earthquakes


AREADATA


Technological • More than 60 business process outsourcing companies • All leading telecom providers• Top ICT schools in the country• More than 450 computer retailers and distributors

• 6 major television stations

• Close to 600 internet cafes

•Entertainment center of the country

•28 registered ICT Parks with PEZA

Highest concentration of ICT zones in the country which provide educational and employment opportunities

Provide improved educational competencies

Lower school efficiency

unregulated use of ICT (cyber crimes involving students and school-age children)


AREA: Basic Inputs

DATASTRENGTHS WEAKNESSESS

Enrolment Enr (Prep) = 26,712Enr (Elem) = 261,616Enr (Sec) = 151,856Total nr = 440,184

Existence of physical and human resources

22 schools are congested

Teachers Prep = 369 Elem = 6,115; PTR= 42.78Sec = 4,529; STR = 33.53ALS = 13

Total = 11,026 STR = 39.92

Strong political support from local and national elected officials for additional teacher items

Trained and competent teachers on Policy governance e-Kasi QC, FUSE

Good QC teachers become curriculum writers/ speakers, etc.

Disproportionate distribution of teachers in 4 CD’s

Classrooms Prep = 201Elem = 2,950 PCR = 83.34 (41)Sec = 1,649 STR = 76.97 (38)TOTAL = 4,800 STR= 82.85 (42)

CD I,III & IV, 1 shift;

National and local gov’t partnership in the construction of additional classrooms

Disparity in availability of classrooms; (in-availability in CD II)No buildable for some congested schools

INTERNAL ANALYSIS MATRIX

AREA: Basic Inputs


Seats 243,852 1:1 seat:pupil ratio

Preventive maintenance not in place

Textbooks 1:1 textbook:pupil ratio

WatSan Facilities

Toilet bowls ES&Prep:ForGirls = 1139+336 shared = 1475Girls-TBowl Ratio = 95:1For Boys = 886 +218 indiv +218*3 urin troughs=1758Boys-TBowl Ratio = 85:1

Toilet bowls HS:For Girls =544+44 sharedGirl-TBowl Ratio = 130:1For boys = 438+ 145 indiv. +95*3 urinal troughsBoys-TBowl Ratio = 89:1

At the close of 2012, 240 and 111 toilet bowls had been added constructions in 54 elementary schools and 23 secondary schools, respectively

No water supply or not adequate in some schools (Sauyo ES, etc.)

Preventive Maintenance and repair not in place

Not enough toilet bowls especially for girls


AREA: Performance Indicators*

DATA STRENGTHS WEAKNESSESS

Access Indicators

AIR = 116.32NER = 60.50GER (ES) = 100.93GER (HS) = 96.79NER (ES) = 87.72NER (HS) = 74.69

High enrolment participation of school-going age population

High absorptive capacity of schools

Physical, and financial resources stretched to the limit

16.32% of enrollees in Kinder & Grade 1 are over-aged ; 0.93% in the elementary are over-aged.

Quality Indicators

NAT (GR 3) = 46.96NAT (GR 6) = 54.26NAT (Yr 4) = 50.41

Availability of competent teachersMore room for improvementChallenge to do better

Weak instructional supervision

No assessment plan

Efficiency Indicators

CSR (ES) = 82.01CSR (HS) = 83.60CompR (ES) = 79.10CompR (HS) = 79.11DOR (ES) = 0.47DOR (HS) = 5.62

Institutionalization of Parents Values Seminar

Institutionalization of best DORP practices/DORP Journal

High dropout rate


*on Access, Quality, Efficiency, Governance (both public and private schools)

AREA: PI DATASTRENGTHS WEAKNESSESS

Governance

EBEISLISHRIS

e-NGAS

Data driven decisions

Updated employee records

ICT driven communication system for internal efficiency

Transparency

Technical problems re: connectivitySystem stability and implementation issues


AREA: Awards and Recognitions


Regional

Sports Regional Palaro Elem –ChampionChampion in Regional Journalism

Presence of seasoned and veteran trainers

Talents are pirated

National

2 Metrobank Teacher-AwardeesJournalism

-do-

International

Delegate to the 1st Lego League in AustraliaArts competition in HongKongMath OlympiadDeutsch (German) Song & Dance Competition-3rd place

-do-


S-O Strategic Options: Social marketing to enhance public-

private partnership/enhance stakeholders participation to basic education

Provide increase access to different kinds of learners (Curriculum modification to enhance/strengthen Technical-Vocational education, special program for the arts, ESEP and Sports curriculum)

Public-private partnership to Intensify teachers’ housing advocacy

Capacity building to improve learning outcomes

W-OStrategic Options:Improve teacher deployment system to address the problem of disparityUse of technology to improve access (ADM/ALS)Media advocacy to Intensify Information and dissemination campaign for ECE and other special programs Technical Assistance to strengthen Instructional SupervisionInstitutionalize existing PAP’s in all school to address efficiencyExpand Mentoring and coaching programCapacity building to enhance teachers’ competence in special programsImprove teachers’ welfare and well-beingSustain talent pool among teachers

S-TStrategic Options:Strengthen career guidance and counselling ProgramIntensify disaster and waste management program in schoolImprove schools level of SBM PracticeImprove the capacity of school heads in managing resourcesInstitute programs that will enhance schools efficiency

W-TStrategic Options:Enhance absorptive capacity of schoolsEnhance teachers capacity to handle and manage large classesImprove and align existing learning materials to special curricula

The SWOT The SWOT MatrixMatrix

PERFORMANCE INDICATORS 2011 (11-12) 2012 2013 2014 2015 2016 (16-17) Annual Increase to Meet the Target

ELEMENTARYGross/Apparent Intake Rate NCR 121.29 117.03 112.78 108.52 104.26 100 -4.26

Total 116.32 112.06 107.80 103.55 99.29 100 -3.26 Male 119.27 115.42 111.56 107.71 103.85 100 -3.85 Female 113.17 110.54 107.90 105.27 102.63 100 -2.63Net Intake Rate NCR 62.04 69.63 77.23 84.82 92.41 100 7.59 Total 60.05 67.64 75.23 84.82 92.41 100 7.99 Male 58.68 66.94 75.21 83.47 91.74 100 8.26 Female 61.51 69.21 76.91 84.60 92.30 100 7.70Gross Enrolment Rate NCR 104.25 105.40 106.55 107.70 108.85 110 1.15 Total 100.93 102.08 103.23 107.70 108.85 110 1.81 Male 99.67 101.74 103.80 105.87 107.93 110 2.07 Female 102.26 103.81 105.36 106.90 108.45 110 1.55Net Enrolment Rate NCR 90.72 92.57 94.43 96.29 98.14 100 1.86 Total 87.72 89.58 94.43 96.29 98.14 100 2.46 Male 85.6 88.48 91.36 94.24 97.12 100 2.88 Female 89.97 91.98 93.98 95.99 97.99 100 2.01Cohort Survival Rate NCR 86.26 88.61 89.96 90.00 95.00 98 2.35 Total 82.01 86.00 88.35 90.70 95.00 98 3.20 Male 79.11 82.89 86.67 90.44 94.22 98 3.78 Female 84.76 87.41 90.06 92.70 95.35 98 2.65Completion Rate NCR 83.06 85.45 87.84 90.22 92.00 95 2.39 Total 79.12 81.51 83.90 86.28 88.67 95 3.18 Male 78.00 81.40 84.80 88.20 91.60 95 3.40 Female 82.56 85.05 87.54 90.02 92.51 95 2.49School Leaver Rate NCR 2.93 2.35 1.76 1.17 0.59 0 -0.59 Total 3.70 3.00 1.75 1.16 0.58 0 -0.74 Male 4.85 3.88 2.91 1.94 0.97 0 -0.97 Female 3.06 2.45 1.84 1.22 0.61 0 -0.61No. of Dropouts Total 1328 1062 797 531 266 0 -265.60 Male 813 650 488 325 163 0 -162.60 Female 425 340 255 170 85 0 -85.00

PERFORMANCE INDICATORS 2011 (11-12) 2012 2013 2014 2015 2016 (16-17)

National Achievement Test TOTAL-NCR 45.17 51.14 57.10 63.07 69.03 75

Grade 3 Total-QC 46.96 52.67 58.63 64.60 70.56 75.5 59.13 NCR-Reading English 42.80 49.24 55.68 62.12 68.56 75

QC-Reading English 44.41 50.63 56.85 63.06 69.28 75.5

NCR-Reading Filipino 50.68 55.54 60.41 65.27 70.14 75

QC-Reading Filipino 52.20 56.86 61.52 66.18 70.84 75.5

NCR-English Grammar 42.07 48.66 55.24 61.83 68.41 75

QC-English Grammar 44.66 50.83 57.00 63.16 69.33 75.5

NCR-Filipino Grammar 48.25 53.60 58.95 64.30 69.65 75

QC-Filipino Grammar 49.45 54.66 59.87 65.08 70.29 75.5

NCR-Science 42.44 48.95 55.46 61.98 68.49 75

QC-Science 44.23 50.48 56.74 62.99 69.25 75.5 NCR-Math 43.75 50.00 56.25 62.50 68.75 75

QC-Math 45.98 51.88 57.79 63.69 69.60 75.5


Annual Increase to Meet the

Target

National Achievement Test NCR - Total Test 57.08 60.66 64.25 67.83 71.42 75 3.58

QC - Total Test 54.26 58.51 62.76 67.83 72.08 75.5 4.25

58.33

Eng-NCR 56.80 60.44 64.08 67.72 71.36 75 3.64

Grade 6 English-QC 54.95 59.06 63.17 67.72 71.83 75.5 4.11

Math-NCR 51.99 56.59 61.19 65.80 70.40 75 4.60

Math-QC 47.99 53.49 58.99 65.80 71.30 75.5 5.50

Science-NCR 56.63 60.30 63.98 67.65 71.33 75 3.67

Science-QC 53.65 58.02 62.39 67.65 72.02 75.5 4.37

Filipino-NCR 64.61 66.69 68.77 70.84 72.92 75 2.08

Filipino-QC 63.05 65.54 68.03 70.84 73.33 75.5 2.49

HEKASI-NCR 55.38 59.30 63.23 67.15 71.08 75 3.92

HEKASI-QC 51.66 56.43 61.20 67.15 71.92 75.5 4.77



Target

SECONDARYGross Enrolment Rate NCR 98.43 98.74 99.06 99.37 99.69 100 0.31

QC 96.79 97.10 97.42 97.73 98.05 100 0.64 Male 95.3 96.24 97.18 98.12 99.06 100 0.94 Female 98.3 98.64 98.98 99.32 99.66 100 0.34Net Enrolment Rate NCR 78.00 81.00 84.00 87.00 90.00 93 3.00 Total 74.69 77.69 84.00 87.00 90.00 93 3.66 Male 71.16 75.53 79.90 84.26 88.63 93 4.37 Female 78.30 81.24 84.18 87.12 90.06 93 2.94Cohort Survival Rate NCR 84.47 85.58 86.68 87.79 89.00 90 1.11 Total 83.60 84.71 86.00 87.11 88.21 90 1.28 Male 80.18 82.14 84.11 86.07 88.04 90 1.96 Female 87.04 87.63 88.22 88.82 89.41 90 0.59Completion Rate NCR 79.80 81.26 83.45 85.63 86.00 90 2.04 Total 79.11 81.15 83.19 85.63 87.67 90 2.18 Male 74.95 77.96 80.97 83.98 86.99 90 3.01 Female 83.27 84.72 86.16 87.61 89.05 90.5 1.45School Leaver Rate NCR 5.77 4.91 4.06 3.21 2.00 1.5 -0.85 Total 6.01 5.16 4.30 3.45 2.59 1.5 -0.90 Male 7.41 6.23 5.05 3.86 2.68 1.5 -1.18 Female 4.59 3.97 3.35 2.74 2.12 1.5 -0.62No. of Dropouts Total 8520 6816 5112 3408 1704 0 -1704.00 Male 5489 4391 3293 2196 1098 0 -1097.80 Female 3031 2425 1819 1212 606 0 -606.20



Target

National Achievement Test NCR 49.32 54.46 59.59 64.73 69.86 75 5.14

QC 50.41 55.43 60.45 65.46 70.48 75.5 5.02 49.01

Fourth Year NCR-English 36.58 44.26 51.95 59.63 67.32 75 7.68 QC-English 38.57 45.96 53.34 60.73 68.11 75.5 7.39

NCR-Math 67.09 68.67 70.25 71.84 73.42 75 1.58 QC-Math 67.66 69.23 70.80 72.36 73.93 75.5 1.57 NCR-Science 39.14 46.31 53.48 60.66 67.83 75 7.17 QC-Science 40.42 47.44 54.45 61.47 68.48 75.5 7.02 NCR-Filipino 53.13 57.50 61.88 66.25 70.63 75 4.37 QC-Filipino 53.25 57.70 62.15 66.60 71.05 75.5 4.45 NCR-AP 53.20 57.56 61.92 66.28 70.64 75 4.36 QC-AP 54.92 59.04 63.15 67.27 71.38 75.5 4.12 NCR-C Thinking 50.53 55.42 60.32 65.21 70.11 75 4.89 QC-C Thinking 50.70 55.66 60.62 65.58 70.54 75.5 4.96

Situational Situational AnalysisAnalysisPriority

AreasData Targe

tStrategi

esPPA’s

ACESS:1.Congested schools in CD II

2.Inadequate WATSAN facilities

22 elementary and secondary schools are congested

Student-Tbowl Ratio = 101:1Pupil-Tbowl Ratio = 74:1

Decongest 22 schools

50% out of 142 schools will have adequate TBowls

Use of Technology

Rationalize the assignment of teachers

Enhance enrolment in SPA, ESEP in CD I, III, & IV

Social Marketing

Develop online learning system for ALS and ADMProcure online learning system infrastructureCapacity building for online ALS/ADM personnelPilot implementation of online ALS/ADMProcure interactive software to augment MISOSA

Assign old vacant items to special program teachers (ALS, SPED, Madrasah, etc.)Transfer old vacant teacher items in CD I, III & IV to CD II

Encourage and assist schools like Quirino HS, QCHS & E Rondon HS in establishing SPA and ESEPConduct counselling and information dissemination program to grade six pupils in CD II schools to encourage them to enrol in schools offering SPA and ESEP

Make representation with the LSB for the construction of WATSANLook for establish partner ship with private entity whose advocacy is health and sanitation

Situational Situational AnalysisAnalysis

Priority Areas

Data Target Strategies

PPA’s

QUALITY:NAT results below mastery level

GR 3 = 46.96%GR 6 = 54.26%Yr 4 = 50.41

Increase NAT MPS to:

GR3= 60.98%

GR6= 64.63%

Yr4= 62.71

Provide technical assistance to strengthen instructional supervision

Enhance teachers competence and commitment

Improve and align existing learning materials to special curricula

Train teachers on mentoring and coaching

Require supervisors , school heads and head teachers to conduct instructional supervision to at least 3 times per week.

Require schools to conduct inset which is focused on the TSNA and NAT results

Mock NAT administration and analysis

Train teachers on strategies for teaching least mastered competencies

Conduct TIP to all teachers Teachers academy

Conduct workshop on the development of NAT parallel test bank

Conduct workshop on the development of modules


Priority Areas

Data Target

Strategies PPA’s

EFFICIENCY:

High drop-out Rate

High incidence of malnutrition

.47 % Elem

5.62 % HS

12,501 pupils are severely wasted

Decrease drop-out rate by .25% in Elem and 2% in HS

Reduce severely wasted pupils by 35%

Strengthen guidance and counselling program

Institutionalize PAP,s

Institute programs that will enhance schools efficiency

Improve the well-being of pupils

Orient and train the guidance counsellors and guidance teachers on the different modalities of preventing/reducing drop-out

Train teachers on effective classroom management

Conduct search for best school DORP and provide yearly budget to this activity

Harmonize GAM, PEPT and ALS A & E implementation

Implement health and nutrition programs in schools such as:

Feeding program Quarterly dental and medical

check-up Deworming Gulayan sa paaralan


Priority Areas

Data Target Strategies

PPA’s

GOVERNANCE 142 SH 142 SH Enhance

capacity of school heads in managing school resources

Improve schools level of SBM Practice

Intensify disaster and waste management program in school

Improve teachers welfare and well-being

Enhance internal efficiency

Principals academy Policy Governance for

education/Temasek

Close monitoring and evaluation of SBM implementation/SBM Level of Practice

SBM Grant

Quarterly conduct of disaster management training

Housing committee to screen qualified teacher beneficiaries of socialized housing

ICT supported systems and processes for internal efficiency

Proposed FY 2014 BudgetDIVISION OF QUEZON CITY

Total = P 4,472,918,704

COMPARISON, CY 2013 & 2014 BUDGETSCOMPARISON, CY 2013 & 2014 BUDGETS

CY 2013 CY 2014 INCREASE

PS

4,112,033,000

4,154,199,561 42,166,561

MOOE 360,885,704

360,885,704

-

TOTAL

4,472,918,704

4,515,085,265 42,166,561

* % increase= 0.94% of CY 2013 budget

Programs, Projects, Activities (PPAs)Support to Special Science Elementary Schools . . . . .

Php 736,859.00

Support to Regional Science High School . . . . . . . . . .

3,666,000.00

Support to Special Program for the Arts . . . . . . . . . . . .

500,000.00

Support for SPED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9,882,000.00

Support for ALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10,983,257.00

MADRASAH Program . . . . . . . . . . . . . . . . . . . . . . . . . . .

3,272,000.00

SBM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1,341,837.00

Health & Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4,387,300.00

Engineering and Science Education Program . . . . . . .

963,535.00

Alternative Delivery Mode . . . . . . . . . . . . . . . . . . . . . . .

389,300.00

Support to Multi-Grade Education . . . . . . . . . . . . . . . . .

29,758,764.00

TOTAL _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Php 65,880,852.00

““THE BEST WAY TO THE BEST WAY TO PREDICT THE FUTURE PREDICT THE FUTURE

IS TO CREATE IT”IS TO CREATE IT”--Peter DruckerPeter Drucker

The Division Planning Team:

Dr. Corazon C. Rubio, CESO VI Schools Division SuperintendentDr. Betty C. Cavo Asst. Schools Div. SuperintendentEngr. Araceli T. Liwanagan Supervising Educ. Program SpecialistMs. Cecil Diaz Budget OfficerMr. Juan C. Obierna Public Schools District Supervisor

phase 1: setting division targets and strategies

Documents