Draft as of 3 August 2013Annex 4-B – SIP GuideA

GUIDE TO THE FOCUS GROUP DISCUSSION WITH PUPILSARENTS

Preparatory Activities

1. Get a facilitator who will run the FGD. The facilitator can be a parent leader, teacher or an NGO representative who has good facilitating and communication skillsGet a facilitator who will run the FGD. The facilitator can be a parent leader or an NGO representative who has good facilitating and communication skills. Do NOT take a teacher or any school personnel as facilitator.

[1.] Get a documentor or note taker documentor who will record the discussions during the FGD.

2. Reproduce copies of the DepEd vision, mission and core values statement to be given to the key informants. Alternatively, you may have this statement written in a Manila paper and posted on the board or wall before the start of the FGD, or prepare a Powerpoint presentation.

[3.] Invite 10 to 15 parents within the community as FGD participants Invite 10 to 15 pupils as FGD participants. Each grade level should be represented. Ensure gender balance in the representation.

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FGD Proper

Duration of the FGD

3 hours

Instructions to the Facilitator

1. Welcome the participants. Thank them for taking time to participate in the FGD. 2. Ask the participants to introduce themselves.3. Explain the rationale and objective of the FGD. Emphasize the following:

4.

The school will be working together with the community to come up with a School Improvement Plan (SIP) that will guide us in making quality basic education accessible to all every school-age children in the community. The objective of this FGD is to solicit your views and suggestions as pupils arents on how best to address the major issues concerning your education.. As your insights and recommendations will be considered for our planning, ree (3) key issues around which the SIP revolves. One, how do we make sure that every school-age children in the community are actually enrolled in school, regularly attending classes and able to complete schooling? Second, how do we ensure that our children are learning with mastery and able to imbibe the right values. Third, how do we strengthen our partnership in governing our children’s education?

We will be asking a number of questions. There are no right or wrong answers to these. Wwe encourage you to be open and honest in your responses and thus be able to guide us in making our SIP. during the session.

We will be asking a number of questions. There are no right or wrong answers to these. Your responses will have no effect on your performance or grade. So we encourage you to be open and honest in your responses and thus be able to guide us in making our SIP.

5. Proceed with the FGD, with the following guide questions:. One, how do we make sure that every school-age children in the community are actually enrolled in school, regularly attending classes and able to complete schooling? Second, how do we ensure that our

children are learning with mastery and able to imbibe the right values. Third, how do we strengthen our partnership in governing our children’s

education?GUIDE QUESTIONS

[NOTE: Following are questions on access to education ]

1. All pupils would want to regularly attend classes and complete schooling, but in reality, some pupils do not regularly attend classes, drop out and never go back to school or finish schooling in a later age.

What do you think are the main reasons for these? [Please probe the responses with some follow-up questions. Solicit at most three reasons.]

How can pupils be encouraged to regularly attend classes and finish schooling? What would you suggest the school should do to help?[Please get specific and concrete suggestions.]

[NOTE: Following are questions on quality of education ]

2. All pupils are expected to perform well in class, be motivated to study and learn, and get good grades. In reality, some pupils get low grades, score poorly in the National Achievement Test, and do not seem to show interest to learn.

What do you think are the main reasons for this? [Please probe the responses with some follow-up questions. Solicit at most three reasons.]

What will motivate you to study and perform well in class? What would you suggest the school should do to help?

[Please get specific and concrete suggestions.]

3. Children are expected to imbibe the right values to become good and productive citizens.

What do you think are the most important values that good and productive citizens should possess and demonstrate? What values inspire you most?

How or where did you learn those values? [Possible answers: “From parents”, “from the church”, “from school”]

What would you suggest the school should do to become more effective in teaching and propagating the right values?

[Please get specific and concrete suggestions.]

[NOTE: Following are questions on governance of education ]

4. The children’s education is not just the responsibility of the school. Other stakeholders play equally significant roles, too. You have shared some ideas on what the school should do to help you in your education.

What do you think should the local government unit or community leaders do on their part to help children go to school, perform well and complete their education?[Please get specific and concrete suggestions.]

What can pupils do to help in the improvement of the school as a child-friendly, gender-sensitive, safe and motivating environment for learning?

[2.] [3.] [4.] [5.] As parents, how important or how much do you value the education of your children?[6.] [7.] All parents would want to enrol their children to school and finish schooling, but not all

are able to do so. What do you think are the main reasons why some parents are unable to send their children to school or unable to sustain their schooling up to graduation?

[8.] b.1 What are the economic reasons (i.e. reasons related to family income status, employment, and child labor practice, if any)?

[9.] b.2 What are the other reasons? [10.] [To guide the participants, you may ask the following question: Are there children in

our community who are unable to enrol because of:[11.] sickness?[12.] distance – the school is too far?[13.] violent conflicts in the area such as armed conflict or tribal war?[14.] effect of a recent natural disaster such as typhoon or earthquake? ][15.] [16.] b.3 Do you experience difficulty in making your child go to school and/or stay in class?

If yes, why?[17.] [18.] b.4 Do you think the school itself has something to do with the problem? In what way?[19.] What is your impression of our school in general?[20.] What can you say about:[21.] the requirements for enrolment? [22.] the school projects?[23.] the teachers?[24.] the textbooks and learning materials?[25.] the extra-curricular activities?[26.] the K-to-12 program?[27.] [28.] NOTE: At this point, be attentive to the responses of the parents. Listen to their stories

and complaints. Encourage them to speak out. Do not be defensive. Do not argue with them.

[29.]

[30.] In what ways can the school help you in ensuring that your children are enrolled in school, perform well in class and able to complete schooling? NOTE: Ask for specific and concrete, doable suggestions.

[31.] [32.] In what ways can you as parents help in improving the school to become an effective

learning environment that it is envisioned to be? [33.] [34.] Is there anything else that you want us to know which you think should be considered

in our school planning and management?[35.] [36.] To close the FGD:

Recap or summarize the responses of the participants. Stress that these are valuable inputs to the school planning.

Thank them for their active participation in the FGD.

Tips in Facilitating FGD

Keep participants focused, engaged, attentive and interested. Monitor time and use limited time effectively. Use prompts and probes to stimulate discussion. Use the focus group guide effectively to ensure all topics are covered. Politely and diplomatically enforce ground rules. Make sure everyone participates and at a level that is comfortable. Limit side conversations. Encourage one person to speak at a time. Be prepared to explain or restate questions. Diffuse and pre-empt arguments.

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