sip guide annex 4a - fgd with parents.14aug2013 5pm.docx

8/9/2019 SIP Guide Annex 4A - FGD with parents.14Aug2013 5PM.docx

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Draft as of 3 August 2013 Annex 4-A – SIP Guide

GUIDE TO THE FOCUS GROUP DISCUSSION WITH PARENTS

Preparatory Activities

1. Get a facilitator who will run the FGD. The facilitator can be a parent leader, teacher or anNGO representative who has good facilitating and communication skills.

. Get a doc!e"tor or "ote ta#er doc!e"tor who will record the discussions during theFGD.

3. !eproduce copies of the Dep"d vision, mission and core values statement to be given to the

ke# informants. $lternativel#, #ou ma# have this statement written in a %anila paper andposted on the board or wall before the start of the FGD, or prepare a &owerpoint presentation.

4. Invite 10 to 15 parents within the community as FGD participants.

FGD Proper

Dratio" of t$e FGD

' hours

I"strctio"s to t$e Facilitator

1. (elcome the participants. Thank them for taking time to participate in the FGD.

. $sk the participants to introduce themselves.

'. ")plain the rationale and ob*ective of the FGD. "mphasi+e the following

-.

• T$e sc$ool %ill &e %or#i"' to'et$er %it$ t$e co!!"ity to

co!e p %it$ a Sc$ool I!prove!e"t Pla" (SIP) t$at %ill'ide s i" !a#i"' *ality &asic edcatio" accessi&le to all

every sc$ool+a'e c$ildre" i" t$e co!!"ity, T$e o&-ectiveof t$is FGD is to solicit yor vie%s a"d s''estio"s aspare"ts o" $o% &est to address t$e ma*or issues concerningour childrens education. $s #our insights and recommendationswill be considered for our planning, ree /'0 ke# issues aroundwhich the 2& revolves. One. $o% do %e !a#e sre t$at everysc$ool+a'e c$ildre" i" t$e co!!"ity are actally e"rolledi" sc$ool. re'larly atte"di"' classes a"d a&le to co!pletesc$ooli"'/ Second, $o% do %e e"sre t$at or c$ildre" arelear"i"' %it$ !astery a"d a&le to i!&i&e t$e ri'$t vales,Third, $o% do %e stre"'t$e" or part"ers$ip i" 'over"i"'or c$ildre"0s edcatio"/

•

(e will be asking a number of 3uestions. There are no right or wronganswers to these. (we e"cora'e yo to &e ope" and honest in#our responses and thus be able to guide us in making our 2&. during

the session.

4. &roceed with the FGD, with the following guide 3uestions.



ne. $o% do %e !a#e sre t$at every sc$ool+a'e c$ildre" i" t$e

co!!"ity are actally e"rolled i" sc$ool. re'larly atte"di"' classesa"d a&le to co!plete sc$ooli"'/ Second, $o% do %e e"sre t$at or

c$ildre" are lear"i"' %it$ !astery a"d a&le to i!&i&e t$e ri'$t vales,Third, $o% do %e stre"'t$e" or part"ers$ip i" 'over"i"' or c$ildre"0s

edcatio"/GUIDE 1UESTIONS

[NOTE: Following are questions on access to education ]

1. $ll parents would want to send their children to school, but in realit#, some childrenwho are alread# 4 or 5 #ears old are not enrolled in kindergarten or Grade 1

respectivel#.

• (hat do #ou think are the main reasons for this6

[Please probe the responses with some follow-up questions.

Soliit at most three reasons.]

• 7ow can parents be encouraged to enrol their 4 and 58#ear8old

children in 9indergarten and Grade 1 respectivel#6

• (hat would #ou suggest the school should do to help6

[Please get speifi an! onrete suggestions.]

. $ll parents would want their children to regularl# attend classes and complete

schooling, but in realit#, some pupils do not regularl# attend classes, drop out andnever go back to school or finish schooling in a later age.

• (hat do #ou think are the main reasons for these6

[Please probe the responses with some follow-up questions. Soliit at most three reasons.]

• 7ow can parents ensure that children regularl# attend classes and also finish

schooling6



[NOTE: Following are questions on !ua"it# of education ]

'. $ll parents would want their children to perform well in class, be motivated to stud#and learn, and get good grades. 2n realit#, some children get low grades, score poorl#in the National $chievement Test, and do not seem to show interest to learn.

• (hat do #ou think are the main reasons for this6

[Please probe the responses with some follow-up questions.Soliit at most three reasons.]

• (hat should parents do encourage the children to stud# and

perform well in class6



-. (e all want our children to imbibe the right values to become good and productiveciti+ens. (e want them to be :maka8Di#os, maka8kalikasan, makatao at makabansa.;

•

7ow do #ou gauge the children in terms of these values6 $rethe# doing well or not6

• 2f NO, what would be the reasons6

• (hat should parents do to ensure the children full# imbibe and

practice these good values6

• (hat would #ou suggest the school should do6


[NOTE: Following are questions on go$ernance of e!uation]



4. The childrens education is not *ust the responsibilit# of the school. Other stakeholders,including the parents, pla# e3uall# significant roles, too. (hats important is that wecoordinate our efforts and support each other as partners.

•

• 7ow would #ou assess our current partnership6

• (hat factors<issues<problems hinder us from working together

closel# and effectivel#6

• (hat specific concrete actions would #ou suggest to

strengthen<improve our partnership6

6.7.8.9. s parents! how important or how much "o you va#ue the e"ucation o$

your chi#"ren%10.

11.## parents wou#" want to enro# their chi#"ren to schoo# an" &nishschoo#in'! (ut not a## are a(#e to "o so. )hat "o you thin* are the main

reasons why some parents are una(#e to sen" their chi#"ren to schoo#

or una(#e to sustain their schoo#in' up to 'ra"uation%1+.(.1 )hat are the economic reasons ,i.e. reasons re#ate" to $ami#y

income status! emp#oyment! an" chi#" #a(or practice! i$ any-%13.(.+ )hat are the other reasons%14.To guide the participants, you may ask the following question / re

there chi#"ren in our community who are una(#e to enro# (ecause o$/15.sic*ness%16."istance the schoo# is too $ar%

17.vio#ent conicts in the area such as arme" conict or tri(a# war%18.e2ect o$ a recent natura# "isaster such as typhoon or earthua*e% 19.+0.(.3 Do you eperience "icu#ty in ma*in' your chi#" 'o to schoo#

an"or stay in c#ass% I$ yes! why%+1.++.(.4 Do you thin* the schoo# itse#$ has somethin' to "o with the

pro(#em% In what way%+3.)hat is your impression o$ our schoo# in 'enera#%+4.)hat can you say a(out/+5.the reuirements $or enro#ment%+6.the schoo# proects%

+7.the teachers%+8.the tet(oo*s an" #earnin' materia#s%+9.the etracurricu#ar activities%30.the :to1+ pro'ram%31.32.;<=>/ At this point, be attentive to the responses of the parents.

Listen to their stories and complaints. ncourage them to speak out.

!o not be defensive. !o not argue with them.33.



34. In what ways can the schoo# he#p you in ensurin' that your chi#"ren

are enro##e" in schoo#! per$orm we## in c#ass an" a(#e to comp#ete

schoo#in'% "#T$ Ask for speci%c and concrete, doable suggestions.35.36.In what ways can you as parents he#p in improvin' the schoo# to

(ecome an e2ective #earnin' environment that it is envisione" to (e%

37.38.Is there anythin' e#se that you want us to *now which you thin* shou#"

(e consi"ere" in our schoo# p#annin' an" mana'ement%39.40.=o c#ose the FGD/

• !ecap or summari+e the responses of the participants. tress

that these are valuable inputs to the school planning.

• Thank them for their active participation in the FGD.

Tips i" Facilitati"' FGD

• 9eep participants focused, engaged, attentive and interested.

• %onitor time and use limited time effectivel#.

• =se prompts and probes to stimulate discussion.

• =se the focus group guide effectivel# to ensure all topics are covered.

• &olitel# and diplomaticall# enforce ground rules.

• %ake sure ever#one participates and at a level that is comfortable.

• >imit side conversations.

• "ncourage one person to speak at a time.

• ?e prepared to e)plain or restate 3uestions.

• Diffuse and pre8empt arguments.

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sip guide annex 4a - fgd with parents.14aug2013 5pm.docx

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