FINAL QAA Pilot Implementation Report V1

Version
May2010
Pilot Implementation Report on the

QAA/M&E System
Strengthening the Implementation of Basic

Education in Selected Provinces
in the Visayas
Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas
TABLE OF CONTENTS
TABLE OF CONTENTS
ii
ABBREVIATIONS
iv
1.0
BACKGROUND
2.0
OBJECTIVES
3.0
SCOPE OF PILOT TESTING
3.1 Content
3.2 Geographical Focus
3.3 Subject of Pilot Test
4.0
APPROACH & METHODOLOGY

4.1 Processes
4.2 Source of Information
4.2.1
Sampling of Quality Management Teams
4.2.2
Data Collection
4.2.3
System Monitoring
4.2.4
Data Gathering Tools
4.2.5
Data Processing and Analysis
5.0
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2
2
3
3
3
3
4
4
4
5
FINDINGS
5.1 System Efficiency
5.1.1
Appropriation of the Selection in Criteria
5.1.2
Feasibility of the Process
5.1.3
Utilization of System Implementation Tools
5.2 Effectiveness
5.2.1
Appropriateness of Personnel Selected
5.2.2
Appropriateness of Tools Used for M&E Processes
5.2.3
Utilization of the M&E Reports to Education Planning
5.2.4
Utilization of M&E Reports for Provision of Technical Assistance
5.3 Relevance
5.3.1
Relevance of QAA Reports in the Provision of
Information on Quality Schools
5.3.2
SBM Level of Practice
5.4 Facilitating & Hindering Factors
QAA-M&E PILOT IMPLEMENTATION STRIVE STAGE 2
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7
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6.0
RECOMMENDATIONS
6.1 Recommended Changes in the System
6.2 Recommendation for Support Requirements for Systems Institutionalization
6.2.1
Policy recommendations
6.2.2
Capability Building programs
6.2.3
Support Requirements
6.3 Support for the Roll-Out of the System to other Regions
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ANNEXES
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A. Implementing Units of Pilots Sites

RO6 QAA-M&E Implementing Units
B. Revised Terms of References
School Quality Management Teams
Division Quality Management Team
Regional Quality Management Team
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34
C. System Implementation Tools

C.1 Elements of SIP Implementation M&E Framework
C.2 SIP Implementation M&E Framework Matrix
C.3 SIP/AIP Accomplishment Tracking Form
C.4 SIP Cummulative Physical Accomplishment Form
C.5 SIP Three-Year Report on Physical Output Financial Status
Of Projects & Programs
C.6 Issues / Lessons Learned /Sustainability Log
C.7 Part A: Issues/Problems and Concerns Log
C.8 Part B: Log Sheet on Resolution of Issues
C.9 Log Sheet on Sustainability Measures
C.10 Log Sheet on Lessons Learned
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D. Results M&E Tools

D.1 SIP Terminal Review Framework
D.2 SIP End-of-Cycle Report
D.3 Results Monitoring Tool School Level
D.4 Results Monitoring Tool Division Level
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49
E. Reports Templates
E.1 School QMT M&E Report Template
E,2 Sub-Division QMT M&E Report Template
E.3 Division QMT M&E Report Template
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ABBREVIATIONS
BEIS
Basic Education Information System
BESMEF
Basic Education Sub-Sector Monitoring and Evaluation Framework
BESRA
Basic Education Sector Reform Agenda
B/T
Bohol and Tagbilaran Divisions
CLC
Community Learning Centre
DepED
Department of Education (Philippines)
DO
Division Office
DQMT
E-BEIS
Enhanced Basic Education Information System
EFA
Education for All
EMIS
Education Management Information System
FD
Functional Divisions
ICT
Information and Communications Technology
INSET
In Service Education and Training
LR
Learning Resource(s)
LRMDS
Learning Resource Management and Development System
M&E
Monitoring and Evaluation
NAT
National Achievement Test
NO
Negros Occidental
NS
Northern Samar
PPRD
Policy Planning Research and Development
QA
Quality Assurance
QAAS
Quality Assurance and Accountability System
QAAD
Quality Assurance and Accountability Division
QMT
Quality Management Team
REXECOM
Regional Executive Committee
RO
Regional Office
SBM
School-based Management
SDQMT
Sub-Division Quality Management Team
SQMT
School Quality Management Team
SY
School Year
TA
Technical Assistance / Assistant
UIS
Unified Information System (of STRIVE)
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1.0
BACKGROUND
The Department of Education (DepEd) is purposively and progressively taking leaps towards the implementation of RA
9155 to address the forefront issue of insuring quality performance in education. In its efforts to create a basic
education sector that is capable of achieving the goals and objectives of Education for All (EFA) 2015, DepEd is carrying
out policy reforms with renewed emphasis on bringing about quality learning outcomes through improved strategies of
its educational systems. This is referred to as the Basic Education Sector Reform Agenda (BESRA), which has five key
reform thrusts (KRT) that revolve around the school, the teachers, the learning environment, complementary
interventions and the organizational culture.
STRIVE 2 with School based Management Support Systems as a project component, intends, by and large, to directly
support KRT 1 popularly referred to as Continuous School Improvement . By design, Quality Assurance and
Accountability (QAA) System is one of the major outputs of this component. By BESRAs framework however, it
considers QAA as part of KRT 3, being a social support to attainment of desired learning outcomes. This present
mindset goes to illustrate the significant role of QAAS as a priority systemic and integrating strategy to bring about
quality in all education systems. It is a cross-cutting theme for all the components of Strive 2 as well as the BESRA
reform programs.
Implementation of a quality assurance and accountability mechanism interfaces with an equally significant machinery as
monitoring and evaluation to insure its functionality. Thus, these two sub-systems (i.e. QAA-M&E System) have been
developed by STRIVE DepED implementers in a synergistic operation towards nurturance of a culture of quality and
accountability in the organization.
2.0 OBJECTIVES
Piloting the implementation of the QAA-M&E System primarily aims at obtaining constructive information useful for
improving/revising the system via testing the application of its processes in the implementation of the school
improvement plan (SIP) as a core process in school.
The pilot specifically examines the functionality of the systems basic elements: the structures installed in terms of the
Quality Management Teams with their Terms of Reference (TOR), the QAA-M&E processes applied and the tools
used for operation. The information derived is valuable for spawning recommendations on improving system
implementation and on identifying the organizational support requirements for its institutionalization. Specifically, the
pilot run intends to:
2.1 Obtain information on the systems efficiency, effectiveness, and relevance serve as basis for its revision and
enhancement
2.2 Identify the critical factors that have facilitated or hindered the implementation of the system to serve as input
for improving system implementation
2.3 Generate suggestions from the experiences and perception of the system implementers in order to identify the
necessary support requirements for its institutionalization
3.0
SCOPE OF PILOT TESTING
3.1. Content
The pilot focuses on the applicability of the M&E system consisting of its structures, processes and tools in the
implementation of SIP in schools and in how the districts, divisions and regions utilize the information obtained from
them.
For the structures, the pilot looks at the Terms of Reference followed in the establishment of the implementing units
who are the Quality Management Teams (QMTs) at various levels. Specifically, it reviews the criteria for selection, the
functions as indicated and the specific tasks related to M&E of SIP implementation.
Table 1 summarizes the intended coverage in the pilot run of the system within seven (7) calendar months (i.e.
September to March) of SY 2009-2010. The scope matrix provides a snapshot of the selected QAA-M&E mechanisms
to quality assure SIP implementation and SBM assessment of schools.
REPORT ON THE QAA-M&E PILOT IMPLEMENTATION STRIVE STAGE 2
Page |1
Table 1: Target M&E Processes for Pilot Test

Process
Owner
SCHOOL
DISTRICT/
DIVISION
REGION
QAA M&E Process
Content
Performance Criterion
1. Progress M&E
Monthly Progress M&E of

SIP/AIP Implementation
Efficiency of SIP Implementation
2. Results M&E
SIP Terminal Review
Effectiveness of SIP implementation;

Relevance to planning
3. Self-Assessment
SBM Assessment of Level

of Practice
Effectiveness of SBM Assessment
1. Process Review of
Progress M&E
Quarterly Progress M&E

of District SIP
Implementation
Relevance of M&E information to

division TA planning
Results M&E
SIP Outcome Evaluation
Relevance of M&E information to

division TA planning
3. Process Review of SelfAssessment

Progress M&E
SBM Assessment Results

of Schools
Progress M&E of Division
SIP Implementation
Efficiency & relevance of SBM

Assessment to TA Planning
Relevance to regional TA planning
3.2 Geographical Focus

The pilot run of the QAA-M&E system covers the following STRIVE sites in the Visayas:
Regions VI (West Visayas), VII (Central Visayas), and VIII (Eastern Visayas)
Divisions of Negros Occidental, Bohol and Tagbilaran, and Northern Samar
Geographical districts where the pilot schools of QAA-M&E are located. For each pilot division, there are 3
geographical districts represented.
3.3 Subject of Pilot Test
Pilot of the QAA-M&E system involves the three regions of the Visayas with a chosen pilot division in each one: Negros
Occidental for Region 6, Bohol and Tagbilaran combined for Region 7 and Northern Samar for Region 8. From these
divisions, STRIVE Stage 2 has selected 300 pilot schools (i.e. at least 100 from each division) for piloting its systems
with representation from both elementary and secondary levels. Figure 3 shows the distribution of the target schools for
the pilot of the QAA-M&E system across the project divisions/regions. Selection of these schools has considered
representation from small, medium and large schools as well as their performance in the national achievement test in
2008, and which have completed their School Improvement Plan (SIP) by 2007. A total of 153 target schools across the
3 pilot divisions have tried the QAA-M&E system together with the the Sub-division Quality Management Teams
(SDQMTs), the appointed Division Quality Management Team (DQMT) of each pilot division and the members of the
Quality Assurance and Accountability Divisions (QAAD) of the restructured pilot regions .
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30
25
20
15
10
5
0
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32
18
14
12
Elementary
Negros Occidental
32
Bohol/Tagbilaran
39
Northern Samar
38
Secondary
18
14
12
Figure 1: Distribution of Target Schools by Pilot Division and Level
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4.0
APPROACH & METHODOLOGY
4.1 Processes
4.1.1 The field testing of the QAA-M&E System actually commenced with the installation of the needed structures of
the system with the application of the Terms of Reference developed for the selection of the process
implementers at the different functional levels and the definition of their functions and responsibilities relevant
to the QAA-M&E system. See original Terms of Reference in Annex A
4.1.2 Table 4 shows the major processes followed to pilot the system. Implementation of all these processes was
supported by capability building activities for the QMTs involved and which were carried out by the core team
of the QAA-M&E component of STRIVE 2 coming from the pilot regions and divisions. While these processes
were being carried out, simultaneous development activities for the other elements of the system were
undertaken like development of implementation processes and tools as well as monitoring tools.
Table 2
Processes Field Tested by Level
Pilot Processes
Level
Target Schedule
1. Establishment and orientation of the Quality Management Teams at the

Region and Division levels on the QAA-M&E Framework and System
Region, Division May 2009

and District
2. Establishment and orientation of the Sub-division Quality Management

Teams (SQMT) on their Terms of Reference by the DQMT
School, District
and Division
June 2009
3. Establishment and orientation of the School Quality Management Teams School, District, July 2009
(SQMT) on their Terms of Reference by the DQMT and SDQMT.
Division
4. Capability building of the SQMT in undertaking progress M&E of their SIP School, District, July August 2009
Division
5. Progress M&E of SIP implementation by the SQMT. Monthly processing School and
and reporting of Schools physical outputs, SIP implementation issues
District
and challenges, lessons learned to SDQMT
September 2009
March 2010
6. Progress M&E / Initial Gains through Self-assessment by Schools of their School, District, October 2009
SBM level of practice
and Division
7. Quarterly consolidation of M&E findings on SIP implementation of
schools by district and submission of SDQMT report to the Division
District, Division December 2009;

March 2010
8. Processing of M&E reports from SDQMT by DQMT for planning,

technical assistance and quality assurance
District, Division April 2010
9. End-of-cycle results evaluation of SIP by schools (i.e. from NS and B/T) School, District, March- April 2010
Division
10. Processing of M&E reports from DQMT by QAAD for planning,
technical assistance and quality assurance
Division, Region April May 2010
Piloting the system necessitated two layers of M&E activities: the first involved the actual implementation of the
M&E activities as required by the QAA-M&E system and as implemented by the QMTs and the second entailed
M&E of the system itself by the SMT who played a dual role of also being their mentors in carrying out the former.
4.2 Source of Information
4.2.1 Sampling of Quality Management Teams
With the limited time allowed for piloting the system as well as for data gathering, only a sample of SQMTs (i.e. 20)
were purposively selected to provide comprehensive information on the functionality of the QAA-M&E processes
targeted for try-out. The QMTs however, of the district, division and region from the pilot sites are all represented.
Table 3 gives the actual number of teams involved in the data gathering across the 3 divisions.
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Table 3
Quality Management Teams by Pilot Site
Quality
Management Team
A.
B.
C.
D.
SQMT
SDQMT
DQMT
RQMT(QAAD)
Number
of Teams
20
9
3
3
Region 6/ Negros
Occidental
6
3
1
1
Pilot Site
Region7/
Bohol/Tagbilaran
8
3
1
1
Region 8/
Northern Samar
6
3
1
1
4.2.2 Data Collection

4.2.3 System Monitoring Team
The System Monitoring Team (SMT) is composed of Core members of the QAA-M&E Sub-Component of SBM
STRIVE. Their tasks include the following:
1. Monitor the activities lined up for the pilot. Its monitoring function was guided by an M&E framework
indicating what and how information would be obtained and processed. (See Annex for original M&E
framework)
2. Collect, process and analyse the data gathered from the field implementers
3. Formulate recommendations on how implementation of the System can be improved and on how it can be
sustained for its institutionalization.
4. Prepare and submit pilot report to Project Management of STRIVE and DepED.
Data gathering for the pilot was performed by the assigned System Monitoring Team (SMT) of the Division and
Region. The SMT primarily monitored the M&E tasks required of the Quality Management Teams of all functional
levels and gathered the data that would provide evidence for the systems efficiency, effectiveness and relevance.
It was also the intention of this phase of the work to gather the issues and challenges in the implementation of SIP,
the facilitating and hindering factors affecting efficiency and effectiveness and the sustainability measures that can
improve SBM.
4.2.4 Data Gathering Tools
The major tools used to gather data from the QMTs are four separate survey questionnaires for each of the four
levels. These are:
Form 1: Survey Questionnaire for School QMT

Form 2: Survey Questionnaire for Sub-Division QMT
Form 3: Survey Questionnaire for Division QMT
Form 4: Survey Questionnaire for RQMT(QAAD)
Contents of the forms are basically focused on the teams TOR, their functions and tasks, facilitating and hindering
factors affecting the performance of the M&E processes, the process tools, support received, and support
requirements for system institutionalization. Similarity of content of the forms is intentionally considered to allow
comparison across levels.
In addition to the survey questionnaires, another source of data came from FGDs carried out by the SMTs of their
respective division. The information obtained either validated or supplemented the data gathered from the
questionnaires.
4.2.5 Data Processing and Analysis
Data gathered through the set of M&E questions contained in the survey questionnaires were processed and
analyzed by the SMT with the end view of arriving at a regional/division consensus regarding the systema
efficiency, effectiveness and relevance. Two levels of quantitative analysis occurred in the process: first, the
counting of team responses to represent a division or regional response and second, the processing of
division/regional responses to synthesize the overall perception or response to an M&E item. A regional/division
Page |4
teams response to an item is counted if it gets at least 75 % level of agreement among the QMT respondents, e.g.
if there are 5 SQMT respondents from a division, four of them should show the same response in order to register
a count ; and an overall consensus is established, if at least 2 out of 3 divisions/regions register agreement to the
same response. The processed information obtained from the various QMTs are separately consolidated using
Excel files to facilitate obtaining the needed frequency and percentage for each item thus, the tables presented in
the Findings portion were extracted from these consolidation files.
For the qualitative data gathered to identify issues or the facilitating and hindering factors influencing various
aspects of the system, sorting and categorizing the entries into themes or categories was carried out to arrive at a
synthesis.
5.0
FINDINGS
5.1 SYSTEMS EFFICIENCY

System efficiency reflects the desired interrelationships between structure, processes and tools to achieve better results
using minimal resources. In this pilot, efficiency was measured in terms of a) appropriateness of the selection criteria
for the different QMTs, b) the feasibility of their assigned functions and tasks together with their delivery within the set
time frame and c) the functionality of the tools to perform the tasks.
5.1.1 Appropriateness of the Selection Criteria
One of the indicators of system efficiency is the appropriateness of the selection criteria. The criteria for the selection
of the personnel to compose the Quality Management Teams (QMTs) in the region, division and school levels were
based on the prospective members qualifications that can positively contribute to the attainment of the objectives of
the QAA-M&E System in general and achievement of their functions in particular.
5.1.1.1 School Quality Management Team (SQMT)
Table 1a shows the selection criteria for the organization of the SQMT. The obtained percentages of positive
responses reveal that all the items indicated in the selection criteria have been considered .in the selection of
SQMTs. The respondents across all three pilot divisions have by consensus given a positive response to each
of the items.
Table 1a
Selection Criteria for the School Quality Management Team
SQMT Selection Criteria

1. Has full grasp of the projects and programs in school
2. Involved in SIP development and enhancement process
3. Has knowledge on monitoring & evaluation
4. Accountable for improving learning outcomes in the school
5. Can communicate results of School Improvement Plan to
stakeholders.
6. Familiar with national and regional standards, indicators and
performance measures
7. Has working knowledge of ICT
Division
Total
1
1
1
1
3
3
3
3
100%
100%
100%
100%
100%
100%
100%
NO
B/T
NS
1
1
1
1
1
1
1
1
It is worthwhile to note that the Sub-Division Quality Management Teams (SDQMT), who has been tasked to
facilitate the organization of the SQMTs in the schools have appropriately articulated the selection criteria to
the schools. All seven items could contribute to the effective performance of the SQMT functions
5.1.1.2. Sub-Division Quality Management Team (SDQMT)
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The set of criteria used in the selection for Sub-Division Quality Management Team (SDQMT) members is
presented in Table 1b. Similarly, the frequency of responses recorded for the SDQMTs of each site have all
reached the criterion of agreement for each item. This clearly indicates that all the items of the criteria set in
the selection of the SDQMT have been highly considered.
Table 1b
Selection Criteria in the Selection of the Sub-Division Quality Management Team
SDQMT Selection Criteria
Division
Total
NO
B/T
NS
1. Has knowledge of SIP development & appraisal.
100%
2. Has knowledge of Monitoring & Evaluation.

3. Has knowledge of providing technical assistance to
schools.
4. Can implement & monitor national & regional
standards & guidelines in the schools.
100%
100%
100%
.
5.1.1.3 Division Quality Management Team (DQMT)
Table 1c shows the criteria in the selection of the DQMTs as reflected in the TOR. The items are very similar
to what are required for SDQMTs except for the additional requirement of being involved in the DEDP
development process in the division. This item has been proposed since the system intends to support
division planning through the M&E reports collected from the schools /district. It is interesting to note that
among the five items included, only this item failed to get 100 %. This could have occurred due to the actual
composition of DQMT at the pilot division of Region 8 which was largely a mix of division and non-division
personnel. The non-division personnel had no experience in the planning process. The rest of the items have
been highly considered which is indicative of their appropriateness in the selection of DQMT.
Table 1c
Selection Criteria in the Selection of the Division Quality Management Team
DQMT Selection Criteria
1. Involved in the crafting of and in the enhancement process
of the Division Educational Development Plan (DEDP).
2. Has knowledge of monitoring and evaluation
3. Has knowledge on SIP development and appraisal
4. Has knowledge on providing technical assistance to
schools
5. Can implement and monitor national and regional
standards and guidelines in the division and schools
Division
NO
B/T
NS
Tot
al
1
1
1
1
1
1
3
3
66.67
%
100%
100%
100%
100%
5.1.1.4 Regional Quality Management Team (RQMT)

Table 1d presents the selection criteria for the RQMT of the three pilot regions. It generally reveals the
respondents confirmation that these items were indeed highly considered in the organization of the RQMT.
Except for involvement in the DEDP review and REDP development, every item is deemed appropriate in
selecting RQMT members.
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Table 1d
Selection Criteria for the Selection of the Regional Quality Management Team
RQMT Selection Criteria
1. Well informed and has updated knowledge on the basic
educational policies and standards
2. Involved in the DEDP review and REDP development
3. Has knowledge of Monitoring and Evaluation
4. Familiar with national and regional standards and guidelines
5. Capability in coordinating technical assistance to divisions
6. Familiar with the regulatory and accreditation policies and
processes
7. Has working knowledge of ICT.
Region
Total
100%
1
1
1
1
1
1
1
1
3
3
3
3
100%
100%
100%
100%
100%
100%
VI
VII
VIII
1
1
1
1
The over-all criteria for the selection of the QMT have clearly identified the tasks to be performed efficiently
and effectively in the attainment of the objectives. The selection criteria are appropriate to identify the
composition of QMTs to perform well their roles. Following the established criteria facilitate performance of
roles and functions.
In summary, the findings indicated in the above tables clearly say that the criteria set for the selection of the
QMTs at the school, sub-division, division, and regional levels are appropriate and have been highly
considered. Having met all the criteria, the QMTs across levels were able to perform their respective tasks with
utmost efficiency.
5.1.2
Feasibility of the Processes
The efficiency of the processes is measured in terms of how the QMTs have regarded the feasibility or doability of
their assigned functions and tasks. Results of the directed group interview conducted with the selected Quality
Management Teams of the pilot sites revealed that, in general, the functions and tasks expected of them were
efficiently performed during the pilot implementation.
5.1.2.1 Assigned Functions Performed by the SQMTs
Tables 2a, 2b and 2c, respectively, show the functions of the Quality Management Teams at the school,
sub-division, division and the regional levels. It can be gleaned from Table 3a that all of the required
functions of the SQMTs of the three (3) divisions as specified in the Terms of Reference (TOR) were properly
executed for the whole duration of the pilot implementation. However, while they were able to perform all the
assigned function, they found it difficult to accomplish all the functions within the specified period of time. This
was revealed in follow-up discussions with them.
Table 2a
Assigned Functions Performed by the SQMT
SQMT Functions
Manage a mechanism for quality assurance and accountability
in the school
Process and review data gathered to make inferences to
enable school management to arrive at sound decision-making
Communicate results of monitoring and evaluation to improve
the implementation of SIP and SBM practice
Ensure that inputs, processes, outputs and outcomes of the
school are at par with quality standards and targets set
NO
B/T
NS
Total
100%
100%
100%
100%
Table 2b likewise shows that the SDQMTs of the three pilot divisions have efficiently performed the required
functions. Out of nine (9) teams of SDQMT coming from the three pilot divisions, only one team disclosed its
inability to manage the Quality Assurance & Accountability System in the assigned district due to overlapping
Page |7
activities. It also revealed that considering proximity and accessibility, it was practical for the team to submit
the required monthly reports directly to the Division Office instead of to the SDQMT as instructed.
Table 2b
Assigned Functions Performed by SDQMT
SDQMT Functions
NO
B/T
NS
Total
Management of the QAAS system in the assigned district

Communication of M&E results to relevant stakeholders (DO)
to assist schools
Establishment of a mechanism for effective feedback to
schools.
100%
100%
100%
Table 2c reveals that the DQMTs of the pilot divisions have executed almost all of the assigned functions as
indicated in the primary Terms of Reference (TOR). However, DQMT from Bohol divulged during the FGD that
on the function of ensuring that inputs, processes, outputs and outcomes of the schools to be at par with the
quality standard sets, the members commented that they could not indicate a positive response here since the
pilot schools do not meet the quality standards set as manifested in the result of the SBM Practice
Assessment. The item could have been interpreted as an assessment question of whether or not the schools
have been meeting the standards rather than whether or not the team has been doing something to assist
schools meet the standards. At any rate, all functions are reported to have been performed by the SDQMTs.
Table 2c
Assigned Functions Performed by DQMT
DQMT Functions
NO
B/T
NS
Total
Manage the QAA-M & E system in the division
100%
Ensure that inputs, processes, outputs and outcomes of schools

are at par with the quality standards set.
67%
Communicate results of monitoring and evaluation to improve

program/ project implementation of schools to divisions
100%
Establish a mechanism for effective feedback to schools.
100%
Table 2d similarly illustrates the efficiency of the Regional Quality Management Teams (RQMT) to execute the
different functions they need to achieve within the extent of the pilot implementation. However, in the course of
discussion, RQMT from Region 7 disclosed that managing quality assurance and accountability in their region
to ensure compliance to standards of quality basic education is still in progress and they still need time to
reach out some RO personnel who are not yet oriented of the system. Furthermore, this team also unveiled the
necessity to strengthen the mechanisms of communicating status and progress of the region to CO for policy
adjustment and to stakeholders for resource mobilization.
Generally speaking, Regional Quality Management Teams (RQMT) of the pilot regions are proficiently fulfilling
their functions.
Table 2d
Assigned Functions Performed by RQMT
RQMT Functions
Manage quality assurance and accountability in the region to ensure
compliance to standards of quality basic education
Formulation and review of education standards in the region.
Evaluation of regional performance to inform technical assistance to
divisions
Communicating status and progress of region to CO for policy
adjustment and to stakeholders for resource mobilization
R6
R7
R8
Total
100%
100%
100%
100%
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5.1.2.2 M&E Tasks Performed by the SQMTS

The data presented on Table 4a show that all of the required M&E tasks related to SIP implementation were
efficiently done by all of the sampled SQMTs from the three (3) divisions. However, the teams indicated in
their responses during the FGD that most of the required tasks were done behind schedule. The School
Quality Management Teams from Negros Occidental unanimously revealed that most of them are submitting
their monthly M & E reports to the SDQMT on a quarterly basis instead of having it done monthly as required.
SQMTs from Northern Samar and Bohol/Tagbilaran have similarly disclosed that most of these tasks were
indeed performed with some delays.
Table 4a
Tasks Performed by the SQMT for the Duration of the Pilot Implementation
SQMT Tasks
1.
2.
3.
4.
5.
Periodic tracking of physical outputs of SIP implementation

Analyzing the identified issues and concerns to resolve them
Making recommendations to improve the school operations
Performing results M&E of SIP at the end of cycle
Identifying issues and concerns during the SIP implementation
within a given period
6. Recognizing the sustainability strategies applied by the school
7. Conducting self-assessment of SBM practice to know where the
school is
8. Periodic tracking of the progress of the financial plan of SIP
9. Identifying the facilitating and hindering factors of SIP
implementation within a given period
10. Submitting monthly M&E report to the SDQMT/DQMT
NO
B/T
NS
Total
1
1
1
1
1
1
1
1
1
1
1
1
3
3
3
3
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
The School Quality Management Team (SQMT) of the three regions were likewise asked to enumerate
additional roles/responsibilities/tasks relevant to Quality Assurance & Accountability System they performed,
aside from those listed and the reasons that triggered the teams to perform them. Overwhelming confirmations
were obtained as indicated in their responses such as:
Engaging themselves in the development of project proposals for CLASS & SOBE Schools to make
certain of the needs-based interventions suited to the necessities of the clients
Being involved in the decision making and modifications of system's process, M & E Tools and timing
of SQMT reports
Intensifying e-tracking system to come up with appropriate interventions to prevent SARDO from
dropping out and to retrieve OSC/OSY/OSA
Reviewing performance rating of teachers after their self-rating
Sitting with the Appraisal Review Committee(PARC) to ensure proper performance appraisal
Validating school statistical reports (Forms 20, BEIS, etc.) to ensure quality of reporting
Engaging in the preparation of the action research on identified least-learned skills to identified nonreaders to improve reading performance of the school
Serving as member of the ranking committee for teacher-applicants and promotion of teachers to
ensure quality selection/promotion process
Participating in the preparation of parallel test items for least learned competencies/skills to ensure
validity & reliability of test items and the test construction processes
Facilitating the conduct of information dissemination to grade leaders to communicate results, issues
and concerns, hindering and facilitating factors encountered during the implementation
phase in
order to communicate the results properly for immediate action.
It is worthwhile to note that the additional tasks and responsibilities identified above are closely related to the
QAAS. These are seen to be facilitating factors to the efficient performance of the SQMTs.
Considering the conditions affecting the performance of the different tasks, the SQMTs were asked to
ascertain the tasks that were relatively easy for them to perform during the pilot testing. From among these
tasks, the SQMTs of the three pilot divisions identified the following as relatively easy to perform:
Page |9
On SIP Implementation
o Analyzing the identified issues and concerns to resolve problems
o Identifying issues and concerns during the SIP implementation within a given period
o Identifying the facilitating & hindering factors of SIP within a given period of time
On SBM Assessment of Level of Practice

o Doing self-assessment of SBM practice with stakeholders
o Submitting results of SBM assessment to Division
In addition, the SQMTs of the three divisions indicated in their responses some critical factors that
facilitated/supported the efficient performance of the tasks, as follows:
On SIP Implementation
o Active participation of stakeholders (SGC, PTA, LGU, etc.) in coming up with a sound and
o realistic interventions to solve issues within the control of the school and for those which are to be
elevated to the higher managerial levels
o Readily made available QAA/M & E Tools
o Presence of Technical Assistance Providers (i.e. SDQMT & DQMT)
On SBM Assessment of Level of Practice

o Availability of manual on assessment of SBM Practices (Streamlined processes, structures, tools)
o Active participation of the stakeholders in assessing the schools in terms of SBM practices for
every dimension
o Knowledge on the utilization of electronic SBM Assessment Tool
o Internet connectivity in the pilot schools
The SQMTs also determined the tasks that were difficult to perform. These are the periodic tracking of
physical outputs of SIP implementation and the task of submitting monthly M&E report to the SDQMT/DQMT.
What hindered them to perform the task are the multi-tasking of School Heads and other SQMT members,
overlapping of activities (STRIVE vs. organic & STRIVE against STRIVE). Another reason which could have
triggered difficulty in the periodic tracking of physical outputs was the vagueness of targets. This means that if
the targets are not so clear to them, tracking could really be difficult.
5.1.2.3 M&E Tasks Performed by the SDQMT
The positive responses reflected in Table 3a clearly reveal that the Sub Division Quality Management Teams
from the pilot divisions have efficiently performed their part. All teams reported having monitored and assisted
the SQMTs in their M&E tasks, consolidated their M&E reports on a quarterly basis for submission to the
division. Not a single task was reported as not having been performed.
Table 3b
Tasks Performed by the SDQMT for the Duration of the Pilot Implementation
SDQMT Tasks
NO
B/T
NS
Total
1. Monitor activities of QMT of schools

2. Conduct process check on the implementation of processes in
schools in the district.
3. Gather and consolidate monthly and quarterly M and E reports from
SQMT
4. Prepare quarterly M and E reports based on the consolidated
SQMT reports and the reports from the process check they have
conducted
5. Provide the schools feedback on the M&E report submitted to them
6. Facilitate the AIP Review and Adjustment in Schools
7. Submit division sub level M and E report to the Division M and E
Team
1
1
1
1
1
1
3
3
100%
100%
100%
100%
1
1
1
1
1
1
1
1
1
3
3
3
100%
100%
100%
P a g e | 10
Additional roles/responsibilities/tasks relevant to QAA-M&E system performed by the SDQMT were provision
of appropriate Technical Assistance to SQMTs to ensure the proper operationalization of the system and
acting as sub-division review committee for ranking of teachers and school heads.
Results of the FGD conducted with the SDQMTs revealed that the relatively easy tasks common to the three
divisions are consolidation of the physical outputs of SIP implementation in schools in the district and analyzing
the identified issues reported by the SQMT. These tasks became easy to them because of the training they
have received on collection and analysis of both qualitative and quantitative data and because of their
familiarity with SIP processes and the updated data from the
SQMT of the schools.
While some of the tasks have been reported to be easy for the teams to perform, the SDQMTs also identified
some tasks which they found difficult to perform due to certain critical hindering factors. These tasks included
difficulty in validating the SQMT reports for accuracy due to the delayed submission of needed reports. This
consequently resulted to just assuming the validity of the report for timely submission to the DQMT. Other
factors are non-availability of travel allowance to visit the different schools to validate the SQMT reports and
other documents which are required by the Division Office. Monitoring and process-checking the SBM
assessment of schools were also seen to be difficult to undertake . In spite of the training orientation given the
team, they admittedly commented that they still have difficulty in the standard-based execution of the SBM
Assessment processes. Conflict of schedule is another reason given by most of the respondents. With these
issues, it is high time that the Schools Division management consider some resolutions to address these
perennial problems.
At any rate, when asked of the Division Office support on the organization of Quality Management Teams at
the District and School levels, the SDQMT mentioned the conduct of orientation-workshop on Quality
Assurance and Accountability System as having facilitated their work. Organization of the SDQMTs with clear
TOR, the identification of focal persons for QAA to coordinate with the QAAD in the Region, and the
establishment of the technical assistance mechanism, have also been identified as substantial support of the
Division which contributed to the raised performance of the SDQMT.
Additionally, capability building and training-workshops on QAA-M & E System (Streamlined processes,
structures, & instruments), on data harvesting and analysis, orientation workshop on consolidating uantitative
& qualitative reports of the SQMTs, assessment of SBM Practices, and Provision of Technical
Assistance,
were
mentioned to have contributed much in the performance of the SDQMT.
In connection with Technical Assistance, the SDQMT emphasized that having a Functional Technical
Assistance Plan, timely sharing of information ( DepED Memo, Orders, Guidelines, Policies, etc.), Identifying
Promising Practices /Experiences to be elevated to the higher managerial levels for Technical
Assistance
Preparations and Policy Recommendations, coaching and mentoring on the
Development
of
Technical Assistance Plan, on-site coaching on the Implementation, monitoring & evaluation of technical
assistance, and intensive monitoring to
the schools are seen to facilitate the performance of their roles
and functions.
SDQMTs also articulated some enabling mechanisms to support Quality Assurance and Accountability System
implementation. These are the conduct of timely advocacy on the QAAS, on-site coaching and mentoring,
monitoring and evaluation of QAA Pilot Schools, gathering, interpreting and analyzing data, prioritization of
the improvement areas which are needs-based, process check of the SIP and AIP adjustment, and finally, the
timely provision of technical assistance.
5.1.2.4 M&E Tasks Performed by the SDQMT
The tasks performed by the DQMTs are reflected in Table 3c across divisions. It can be seen that the division
QMTs had varied opportunities to perform the tasks and only close to 50% could be performed. Evidently only
Items 1 ( utilizing appropriate M&E instruments and tools)and 6 ( Coordinating development of TA plans using
M&E reports from the SDQMT as input) are done by all the teams in the three divisions. Item 7 was not done
at all by any team. The DQMTs do not interact with the SDS/ASDS nor communicate findings in matters
related to heir M&E tasks. This task tho prescribed in their TOR, apparently, has not been established in the
division.
The DQMTs cited that the reasons for the non-performance of Items 3 (consolidation of M&E reports from the
districts), and Item 4 (validating information received from the SDQMTs) are the delayed submission of reports
from the SDQMTs, overlapping of activities, and no organized SDQMT particularly in Tagbilaran Division. This
scenario somehow suggests lack of coordination between the SDQMTs and the DQMTs.
P a g e | 11
Table 3c
Tasks Performed by the DQMT for the Duration of the Pilot Implementation
DQMT Tasks
1. Utilizing appropriate instruments and tools in conducting
M&E
2. Generating quantitative information from the School
Education Management Information System for preparing
M&E reports
3. Consolidating and analyzing the M and E reports
submitted by the Division Sub M and E team (quantitative
and qualitative)
4. Validating information received from the Sub-division
QMTs
5. Communicating findings and recommendations to
MANCOM
6. Coordinating development of TA plans using M&E
reports rom the division sub-M&E teams as input
7. Submit division sub level M and E report to the Division
M and E Team
8. Interacting with ASDS/SDS and the Sub-division M&E
teams
NO
B/T
NS
Total
100%
67%
33%
33%
33%
100%
100%
0%
Ibn addition, the DQMTs itemized additional roles/responsibilities/tasks they have performed that they
considered relevant to Quality Assurance & Accountability System along with the reasons that pushed the
teams to perform them. Along this line, the DQMTs mentioned the following:
Following-up the proper implementation of the Technical Assistance Plan
Providing information to school on where and how to generate, mobilize and manage funds and other
resources e.g., MOOE. SEF, donations, Project Proposal Development, Involvement in the
development of Barangay/Municipal Resolutions, etc.
Facilitating referrals to the appropriate resources that could address their existing problems e.g.
Training and Development Team for NCBTS and T & D related issues, and to LRMD teams for
access on Teaching and Learning Resources
Preparing tests materials and monitoring the administration of DAT & RAT
Appraising SIPs and coaching and evaluating project proposals of SOBE & CLASS
Providing appropriate technical assistance to schools.
Conversely, the DQMTs of the three pilot regions were also asked to identify the tasks that were difficult for
them to perform and the factors that contributed to the difficulty. Significant to note was that not even one of
the tasks is common to the three teams. The DQMT from Northern Samar expressed that, primarily, the most
difficult task for them to do is consolidating and analyzing the M & E reports submitted by the sub- M & E team
both quantitatively and qualitatively. Most of the team members are so engrossed with the overwhelming
organic functions to seriously do this task. Moreover, the lack of ICT skills among the members of the SDQMT
resulted to too much delay in the submission of reports to the DQMT.
On the other hand, DQMT from Bohol/Tagbilaran conveyed that because most of the members have no
background on the development and localization of the M & E tools, they found it hard to develop the needed
division M & E instruments. While the DQMT from Negros Occidental signified that it is on interacting with the
SDS/ASDS and the sub-division M & E Teams that is most difficult for them to tackle because of the conflict in
schedules.
With the above-stated negative issues, it may be suggested that the SDS/ASDS consider seriously including
these in the agenda during the Mancom meetings with the concerned personnel in order to arrive at
agreements and resolutions to have efficient and feasible QAA-M&E System.
P a g e | 12
Given the experience of the DQMT in managing the QAA System, they were also made to identify other
significantly critical tasks they have done in addition to what have been delivered, and the reasons that were
seen to have contributed in some ways to the facility in doing their work.. The team enumerated the following:
Division M & E team taking the lead in the preparation of the technical assistance plan based on the
consolidated reports of the SDQMT to fine tune the present set up of Technical Assistance
Mechanism pilot run.
Division M & E Team facilitating the annual improvement plan review & adjustments in school
because the team is in better position to validate issues from the data in the BEIS and in prioritizing
TA plan based on the availability of the resources.
Division M & E Team helping the SDQMT in consolidating the SQMT reports as Technical Assistance to
SDQMT for immediate actions on the issues found from the schools that need instantaneous solution from the
division. This serves as an avenue also in coming up with a common understanding, interpretation, analysis,
TA Plan & recommendations on the findings from the SDQMT reports.
In the course of the pilot, DQMTs also articulated some enabling mechanisms to support Quality Assurance &
Accountability System implementation to wit:
Intensive monitoring and supervision of the QAAS through TEAM Monitoring & Supervision scheme,
an existing division initiative wherein ES is paired with a PSDS, primarily to track down the progress
of the implementations of the different DepED programs and projects, SIP at the school and to
provide Technical Assistance based on the findings.
Development, implementation and monitoring of the Technical Assistance Plan in partnership with
the SDQMT as part of the organic function of the Team Monitoring and Supervision scheme.
Table 3d
Tasks Performed by the RQMT for the Duration of the Pilot Implementation
RQMT Tasks
1. Provide technical assistance to divisions on the implementation of

national & regional standards for the improvement of division
performance
2. Coordinate the M&E system in the region
3. Develop and review QAA M & E Tools to ensure validity and
reliability
4. Validate and integrate findings of all M & E Results in the region
and those coming from the divisions
5. Ensure that the operation/ establishment of public/private schools
is based on standards set
6. Conduct accreditation of public, vocational/technical, private
schools and CLC s
7. Implement Reward, Recognition and Incentive System in the
region
8. Submits regional M&E reports to Division Chiefs and REXECOM
NO
B/T
NS
Total
100%
100%
100%
100%
100%
100%
0%
100%
The above data indicates that although most of the tasks required of them were efficiently delivered, the teams
of the three pilot regions have come up with a common response of not implementing yet the reward,
recognition and incentive system in the region thus, resulted to only 87.5% of the total percentage of the tasks
performed by the RQMT. Quality Management Teams from Regions 6 & 7 have the same reason of not
implementing the said task because of the absence of the operational guidelines to run the system. While QMT
from Region 8 has its own ground of not implementing it because the system, according to them, is already
embedded in the function of the Human Resource/Administrative Division Unit of the region.
The group of Quality Management Team (SQMT) of the three regions were likewise asked to specify additional
roles/responsibilities/tasks relevant to Quality Assurance & Accountability System they performed,
notwithstanding from those registered in the tool and the reasons that triggered the teams to perform them.
The group has come up with a confirmation as indicated in their response and that is attendance to different
meetings, conferences and other related activities called by relevant agencies to further strengthened linkages
to other external stakeholders.
P a g e | 13
Taking into consideration on the diverse conditions affecting the performance of the different tasks, the RQMTs
were asked to determine the tasks that were relatively easy for them to perform during the pilot testing. It was
extensively noted that teams of the pilot regions were all agreeable when they averred that all the tasks
obliged to them are not difficult to achieve.
In addition, the RQMTs pointed out in their responses some critical factors that facilitated/supported
efficient performance of the tasks, as follows:
Easy to follow policy and guidelines
Updated REXECOM report submitted
The support of TA Division and the availability of Technical Assistance Plan
Availability of M & E Tools and M & E Results
Clear Guidelines & Set of Standards
Involvement in the Crafting of RMEAF
Technical Know-How of the Team
the
The RQMTs were also made to determine the task/s that was/were difficult to perform. But RQMTs of the three
pilot regions consistently responded that there was even no single instance in the course of execution of their
task/s that made them hard to comply.
5.1.3
Utilization of System Implementation Tools
For the Pilot Implementation of the QAA-M&E System, two categories of process tools were utilized.
One
was for the SIP implementation which used seven tools; namely, Physical Outputs Accomplishment Form/Tracking
Form, Issues/Problems and Concerns Log, Log Sheet on Resolution of Issues/problems, Log Sheet on
Sustainability
Measures, Log sheet on Lessons Learned, SIP end-Cycle Terminal Report Template, and
Monthly M&E Report Template. See Annex C for the tools.
For the Assessment of School-Based Management, , the SBM Assessment Tool (printed) and SBM Assessment
Module (EBEIS) which can be accessed on the world-wide web (http://beis.deped.gov.ph) were used.
Table 4 reflects the results per division on the utilization of the Process Tools in the performance of the SQMTs
roles/ responsibilities/tasks.
Table 4
Process Tools Used by the SQMT in Performing their Task
Process Tools
A. For SIP Implementation
a. Physical Output Accomplishment Form/Tracking Form
b. Issues/Problems & Concerns Log
c. Log Sheet on Resolution of Issues/Problems
d. Log Sheet on Sustainability Measures
e. Log Sheet on Lessons Learned
f. SIP End-Cycle Terminal Report Template
g. Monthly M&E Report Template
B. SBM Assessment
a. SBM Assessment Tool
b. SBM Assessment Module (EBEIS)
Pilot Division
Negros
Occidental
Bohol/
Tagbilaran
Northern
Samar
The table clearly indicates that almost all of the nineteen (19) SQMTs have signified that they used the tools in
undertaking the M&E processes for SIP implementation and SBM assessment. However, the Division of
Northern Samar was not able to use the SIP End-of-Cycle Terminal Report Template due to low turn-out of
SQMT reports submitted to the SDQMTs (PSDS). Only 42 percent or 21 schools out of the 50 QAA pilot
schools had submitted needed reports within the prescribed period. The non-submission was due to the bulk
of end-of-the-year reports required of the School Heads who were also members of the SQMT, and the
disparity between the monthly report format requirement by the division and the QAAS pilot implementation.
P a g e | 14
The two other divisions might have used the same supplementary tools, however, during the conduct of FGD
they failed to disclose the same. The SQMT may opt not to use the above-named tools unless these are
requisites or connected to their targets during the 3-year SIP/Annual Implementation Plan.
5.2 SYSTEMS EFFECTIVENESS
System effectiveness is the extent to which a system achieves its objectives. It requires the functionality, dependability,
and capability of the system
In the present report, system effectiveness refers to the suitability or aptness of the personnel selected to compose the
QMTs, the appropriateness of the tools used to capture the needed information, and the ability of the M&E processes to
yield information for educational planning and decision making.
5.2.1 Appropriateness of Personnel Selected
An indicator of the effectiveness of the selection criteria for the different QMTs is the extent to which the teams can
meet the skills required to perform the TOR. This was gauged by obtaining the percentage of M&E tasks done by
the teams representing their level of performance. The higher the percentage, the more able are the teams in
performing what is expected of them thus showing the effectiveness of the criteria used in selecting them. The
acceptable level of performance for a task is 2 out 3 thus obtaining the frequency of tasks performed means
counting those that registered at least 66%.
Table 6 shows the frequency and percentage of tasks performed by the teams by level. It is heartening to note that
the teams involved have shown remarkable evidence in its ability to meet the skills required for QAA-M%E. This is
especially demonstrated by the SQMT who are in fact, playing the most significant role in the chosen areas for
piloting QAA-M&E, i.e. SIP Implementation and SBM Assessment. They were able to perform 100% of the tasks.
Likewise are the SDQMTs who have substantially demonstrated 100% level of performance. A closer look at their
performance by item however, reveals three (3) of the items not being carried out by all teams in their respective
division. Nonetheless, they have met the acceptable level.
Among the teams, the DQMT relatively obtained the lowest level of performance as they were able to do 5 out of 8
tasks (62%) only. The tasks not performed by two-thirds of the teams were those contingent on the performance of
the SDQMTs in the division, e.g. delayed submission of M&E reports by SDQMT. This particular finding illustrates
the interdependence of the QMTS to successfully implement the system.
Of the eight tasks of the RQMT-QAAD, seven or 88% were performed by the three regional QMTs, again
suggesting the appropriateness of the selection criteria in choosing the members of the team who could do the
tasks. Data likewise show are fully aware they are of their tasks as stipulated in R.A. 9155 where the one of the
regions primary functions is to provide Technical Assistance to the divisions. These TA to the divisions cannot be
effectively carried out if the M&E system is not in place since submission of reports will not be acted upon.
Effectiveness of Criteria
Region QMT
Division QMT
No of Tasks Performed
Sub-division QMT
No of Tasks Assigned
School QMT
10
Figure 2
Number of M&E Tasks Assigned and Performed by QMT
P a g e | 15
It is worth mentioning that the selection criteria for the various QMT levels were effective because majority of the
expected tasks to be performed by the QMTs were accomplished..
5.2.2. Appropriateness of Tools Used for M&E Processes
The development of the system implementation tools is in compliance with the requirements of the BESRA
Implementation Plan on KRT 1. These tools are to be used in monitoring and tracking the progress of their SIP
implementation and in evaluating their SBM practices.
Positive responses were given by the SQMT, indicating that the tools developed and used during the pilot
implementation captured the needed information expected from the M&E Reports. These tools had given the
school planning teams vital information in adjusting the SIP and the district/division in developing their TA plans to
address the needs of the schools in the course of their SIP Implementation.
5.2.3 Utilization of the M&E Reports to Education Planning
Table 8 shows the extent of the utilization of the M&E reports for SIP/AIP adjustments by the target schools. It
indicates the number and percentage of target schools of the pilot divisions that have utilized M&E information in
adjusting their AIP2.
Table 8
Number of Schools Using M&E Information in SIP/AIP Adjustment
Level of
Utilization
Utilized
Not Utilized
Neg. Occ.
(N = 50)
F
%
50
100%
0
0%
Bohol/Tag
(N= 53)
F
%
49
92%
4
8%
N. Samar
(N = 50)
F
%
48
96%
2
4%
TOTAL
(N = 153)
F
%
147 96%
6
4%
The foregoing table shows that one hundred forty seven (147) out of one hundred fifty three (153) or 96% of the
QAA target schools across the three (3) regions utilized the M&E reports in adjusting their SIP/AIP2. As reported
by the SBM coordinators who are members of the SMT, the adjustment has been based on the information on the
undelivered outputs of the school.
In general, the QAA System provides the schools an opportunity to utilize information from M&E reports as basis for
educational planning.
5.2.4. Utilization of M&E Reports for Provision of Technical Assistance
Monitoring and Evaluation (M&E) is expected to generate information relative to the situation of target schools.
M&E reports submitted by the SQMT include issues/problems that need to be resolved. This provides an avenue
for the TA Teams to consider these issues/problems in the development of TA Plan.
The results of the survey conducted are reflected on Table 9 that shows the number and percentage of QAA target
schools in the STRIVE Pilot Regions utilizing/not utilizing M&E information in the provision of TA.
Table 8a
Utilization of M&E Information in the Provision of Technical Assistance
Utilization of M&E
Information in the
Provision of TA
R6 Neg. Occ.
(N = 50)
R7 Bohol/Tag
(N = 53)
R8 N. Samar
(N = 50)
TOTAL
(N = 153)
Utilized
49
98%
52
98%
48
96%
149
97%
Not Utilized
2%
2%
4%
3%
5.3 Relevance
Relevance is a term used to describe how pertinent, connected, or applicable something is to a given matter. A thing is
relevant if it serves as a means to a given purpose. The Quality Assurance and Accountability System being piloted
shows its social applicability in becoming to be a means to lead schools in improving their quality indicators, in
P a g e | 16
progressively advancing their SBM level of practice and in influencing and informing management of the technical
assistance they need.
5.3.1 Relevance of QAA Reports in the Provision of Information on Quality of Schools
5.3.1a. Performance Indicators
After three years of SIP implementation, the SQMT able to provide information on the performance
indicators attained by the pilot schools. The quality implementation and monitoring of the SIP implementation
in every school is manifested in every SIP End-of- Cycle Report.
Table 9
Number of Schools with Improved Performance Indicators
as shown in the SIP End-of- Cycle Reports
Division
Bohol
Negros
Occidental
Northern
Samar
Schools with Improved Performance Indicators

Dro
Gradua Participa Survi Fail p- Repe
tion
tion
val
ure out tition
Rate
Rate
rate rate Rat Rate
e
19
8
8
20
22
20
Achieve
ment
Rate
Net
Enrol
ment
Rate
25
12
NDA
NDA
29
NDA
NDA
25
27
16
19
22
NDA
NDA
21
21
Prom
otion
rate
Com
pletio
n
rate
18
11
NDA
27
NDA
22
23
NDA
Table 9 shows that in Bohol and Tagbilaran City Divisions, 25 schools have shown improvement in
Achievement Rate, 12 schools showed increase in Net Enrolment Rate, 19 schools with improved Graduation
Rate, 8 schools with improved Participation and Survival Rates, 20 schools showed improvement in Failure
and Repetition Rates, 18 schools have improvement in Promotion Rate while 11 showed improvement in
Completion Rate.
In Negros Occidental Division, 29 schools showed improvement in Graduation Rate, 25 schools have
improved in Failure Rate, while 27 schools have improved in Drop-out and Promotion Rates.
While in Northern Samar Division, 16 schools with improvement in Achievement Rate, 19 schools showed
improvement in Net Enrolment Rate, 22 schools are reported to have improved in Graduation and Repetition
Rates; 21 schools have showed improvement in Failure and Drop-out Rates and 23 schools have improved
their Promotion Rate.
Table 9a
Consolidated Number of Schools with Improved Performance Indicators during the
Current Year as shown in the SIP End-of- Cycle Reports
Division
Bohol & Tagbilaran City
Negros Occidental
Northern Samar
Number of
Pilot Schools
Schools with SIP Endof- Cycle Reports
53
50
50
30
43
26
Schools with improved

performance indicators
F
29
40
26
97%
93%
100%
Table 9a presents the number of schools with improved performance indicators during the current year as
shown in the SIP End-of- Cycle Report. Of the 53 QAA pilot schools in Bohol and Tagbilaran City Divisions ,
only 30 schools with SIP End-of-Cycle Reports. Of the 30 only 29 or 97% schools showed improvement in the
performance indicators.
P a g e | 17
In Negros Occidental Division out of the 50 schools, only 43 schools with SIP End-of-Cycle Reports. Of the
43 schools, only 40 or 93% showed improvement in the performance indicators as shown in the QAA report.
While in Northern Samar, there are 50 QAA pilot schools. Of these, only 26 schools with SIP End-of-Cycle
Reports and the 26 or 100% showed improvement in the performance indicators as reflected in the SIP Endof- Cycle Report s.
5.3.2. SBM Level of Practice
There were two different versions of assessment tools used in the conduct of SBM Assessment on the Level of
Practice among the schools. In the first assessment, the tool used was STRIVE version, while the second
version was SBM TWG version of assessment tool. The SQMT was able to provide information on the level of
SBM practice of the QAA pilot schools.
Table 9b
Number of schools with Results of their Assessment of SBM Practice
and with Improved Level of SBM practice as shown in the SIP End-of- Cycle Report
First Assessment
Second Assessment
Level 1
Level 1
Level 2
Schools
with
SBM
Division
Moving Standa
Moving Standa Gearin
Progre
Advanci
Assessme Starting Toward rd Starting Toward rd
g Up
ssing
Stage
Stage
ng Stage
nt
Stage Stage
Stage Stage Stage
Stage
27
13
4
1
2
11
1
0
2
0
Negros Occidental
42
13
23
0
10
16
0
1
4
5
Table 9b presents that in Bohol and Tagbilaran City Divisions, 27 schools have reported to have assessed on
SBM Level of Practice as reflected in the SIP End-of- Cycle Report. On the First Assessment, 13 schools
considered themselves in Level 1- Starting Stage, 4 schools are in Level 1-Moving Toward Standard while only 1
school is in Level 1- Standard Stage. On the Second Assessment, 2 schools considered themselves Starting Stage
yet, 11 schools are in Moving Toward Standard and 1 is in Standard Stage and 2 schools considered themselves
to be in Level 2 Advancing Stage.
In Negros Occidental Division, 42 schools have reported to have assessed on SBM Level of Practice as shown in
the SIP End-of- Cycle Report. On the First Assessment, 13 schools considered themselves in Level 1- Starting
Stage while 23 schools are in Level 1-Moving Toward Standard. On the Second Assessment, 10 schools
considered themselves Starting Stage yet, 16 schools are in Moving Toward Standard and 1 is in Level 2
Gearing Up Stage and 4 schools considered themselves to be in Level 2 Advancing Stage and 5 are reported to
be in Level 2- Progressing Stage.
Table 9c
Number of schools with Results of their Assessment of SBM Practice and with
Improved Level of SBM practice as shown in the SIP End-of- Cycle
Report in Northern Samar Division
First Assessment (STRIVE Version)
Schools
with SBM
Division
Level 1
Level 2 Level 3
Assessmen
Almost
Progressiv
t
Starting
Ready
Mature
Ready
e
N. Samar
26
12
Second Assessment (DepED

SBM TWG Version)
Level 1
Moving
Starting
Standard
Towards
3
21
Table 9c shows that in the Division of Northern Samar, there are 26 schools reported to have assessed on SBM
Level of Practice as shown in the SIP End-of- Cycle Report. On the First Assessment, 12 schools are Level 1Starting Stage, 5 Level 1- Almost Ready, 1 school is considered on the Ready Stage, 4 schools are in the Level 2Progressive Stage and 4 schools are in the Level 3-Mature Stage. While on the Second Assessment, all schools
are classified in the Level 1, 3 schools are in Starting Stage and 21 schools are in Moving Towards Standard Stage.
P a g e | 18
Northern Samar Division utilized different tools in assessing Schools SBM Implementation Level of Practice.
During the first assessment, the SBM Assessment Tool being utilized was the STRIVE version, while the SBM
Tool developed by the SBM TWG was used in the second assessment as mandated through the national roll
out of SBM Assessment Policy.
Table 9d
Consolidated Number of Schools with Results of their Assessment of SBM Practice
and with Improved Level of SBM Practice as shown in the SIP End-of- Cycle Report
Division
Number
of Pilot
Schools

Negros Occidental
Northern Samar
53
50
50
Schools with Reports on SBM

Level of Practice
F
%
27
51%
42
84%
26
52%
Schools with Improved Level

of SBM practice
F
%
16
59%
18
43%
26
100%
Table 9d shows the number of schools with results of their assessment of SBM practice and with improved level
of SBM practice. In the divisions of Bohol and Tagbilaran City, of the 53 QAA pilot schools, only 27 or 51% of
the schools have indicated the results of their assessment of SBM practice. Of the 27 schools, only 16 or 59%
of the schools showed improvement in their level of SBM practice in Bohol and Tagbilaran City Divisions.
In Negros Occidental Division, of the 50 schools, 42 or 84% have showed the results of their assessment of
SBM practice as shown the QAA report. Only 18 or 43% of schools with improved level of SBM practice in Negros
Occidental Division.
While in Northern Samar Division, there are 50 QAA pilot schools. Of these, 26 have reported the results of their
assessment of SBM practice and the 26 or 100% have showed improvement in the level of SBM practice
as
shown the QAA report.
5.4 Critical Helping and Hindering Factors Influencing Implementation of the QAA-M&E System
A summary of the facilitating and hindering factors that have influenced implementation of the system by the
respondents is shown in Table _ . The list was derived from the those given by the QMTs across pilot sites by functional
level. ( See Annex _ for the listing by QMT level). For processing of these data, qualitative analysis was undertaken to
sort the entries and identify the themes that govern them.
Among the enabling factors, seven (7) categories have emerged ranging from the characteristics and features of the
pilot system in the form of its simplified structures, processes, tools and guidelines, capability building provided to the
QMTs, the management support mechanisms provided by the DO to SDQMTs/SQMTs in performing their tasks, the
observed commitment and dedication of the QMTs to the stakeholders support given to SIP implementation. The list is
quite useful in identifying potential recommendations on what should be sustained in implementing the system
particularly in determining what needs to be given emphasis in the systems implementation manual.
The hindering factors, quite interestingly, focused more on implementation concerns that have caused delay in
performing their tasks. They had issues on the delayed submission of reports, absence of consolidation tools on the
part of the SDQMT to do their work, lack of communication between DQMT and SDQMT, some management issues
brought about by change in assignment at the DO or transfer of school heads to other stations adversely affecting SIP
implementation. A number of problems were also cited but were more STRIVE project-related rather than the system
itself. These were on conflicting schedules of organic and STRIVE activities, work overload of those involved, and
absence of financial assistance from STRIVE, which may not resurface anymore after project completion.
P a g e | 19
Table 10
Summary of Critical Helping and Hindering Factors Influencing
Efficiency and Effectiveness of QAA-M&E System
Hindering Factors
Enabling Factors
1. Simplified structures , processes and tools of the
system
a. Clear Terms of references of the SQMT
b. Selection criteria for the QMTs helpful in organizing
QMTs
c. Mobilized SQMT, SDQMT and DQMT
d. Simplified/localized M & E instruments
e. Sufficient QAA-M&E tools and templates
1.
System Implementation concerns:

a. Absence of template for consolidation of SQMT reports
and other information
b. Delayed submission of consolidated reports from the
SDQMT
c. Absence of the QAAS manual covered with policy from
the higher authority as legal basis for the implementation
2. Technical Assistance
2. Clear guidelines on the implementation of QAA-M & E a. No provision of periodic consultation/interaction with the
DQMT on QAA matters
system
b.
Inadequate Mentoring/Coaching processes to assist
a. Common understanding of the system delivery at all
QMTs
levels (SQMT, SDQMT & DQMT)
b. Presence of framework in every mechanism
developed
3. Administrative / Management Issues
a. Discontinuity of SIP activities as result of movement of
3. Provision of technical know-how on M & E & ICT
SHs due to promotion, transfer and retirement.
a. Capability building conducted by STRIVE
b.
Conflicting schedule of trainings/workshops conducted by
b. Availability of ICT support (facilities) for M&E
DepED and STRIVE.
c. Training received by the PSDS who are members of
c.
Using the same work force in the implementation of the
the SDQMT
different STRIVE activities.
d. Updated division BEIS & SIS for data gathering
d.
Absence of policy/Memorandum/DepEd Order for the
purposes & for prompt preparation of M & E reports
implementation of the system during the pilot period
e. Technical know-how of the members on the national &
e.
No financial assistance given from the division or
regional standards, indicators and performance
STRIVE
measures
f.
New set of functions because of the restructuring of the
f. Advocacy and education
division where some of the Division M & E Team
g. Continuing orientation of other members of QMT
members are assigned in other unit requiring other
responsibilities
g. Absence of Awards/Incentives to performing SQMTs
h. Lack of upgraded ICT equipment
i. Unfinished REDP
4. Commitment and dedication of implementing units
4.
a. Positive attitude of the SDQMT to perform their tasks
and functions
b. Harmonious relationship between SDQMT and
SQMTs
c. Maximized participation/involvement of the members
belonging to the QAA division unit
d. Teamwork
e. Support of SDQMTs to SQMT in complying with report
requirements
f. Coaching by DQMT in the report consolidation
processes of SDQMT
g. Utilization of personal resources for travel purposes
Lack of timely advocacy to internal and external

stakeholders on the QAA system.
5. Management support
5.
a. REXECOM actions in resolving issues
b. Involvement of SDS or ASDS in QAA related activities
e.g. analysis of M & E reports and in the formulation
of technical assistance plan
c. Immediate actions on the recommendations coming
from M & E reports
SQMTs of some schools are not functioning due to

certain attitudinal issues
P a g e | 20
d. Division memorandum on intensified monitoring &

supervision through the TEAM supervision scheme of
the division
7. Support to SIP Implementation of schools
a. Over-all support of stakeholders in the realization of
school plans/targets
b. Stakeholders being updated with SIP and SRC
c. Prioritization of the needs according to urgency and
the availability of resources
6.0 RECOMMENDATIONS
The pilot implementation of the Quality Assurance and Accountability System (QAAS) in the three pilot regions and
divisions started School Year 2009-2010. Based on pilot results, the Quality Management Teams (QMTs) at the
Region, Division, District and School levels have identified two sets of recommendations: a) recommendations to
improve system implementation and b) recommendations to improve sustainability through identified support
requirements for its institutionalization.
6.1 RECOMMENDED CHANGES IN THE SYSTEM
The result of the pilot test revealed that there are needed changes for systems improvement. The people involved in
this pilot test felt there was need to institutionalize at the three STRIVE target regions the technology of the Regional
Monitoring, Evaluation and Adjustment before its roll-out nationwide. There is also a need to engage the Public Schools
District Supervisor (PSDS)
1. Terms of Reference of QMTs. Selection of personnel that will compose the Quality Management Teams
(QMTs) at the region, division, district and school levels was based on criterion identified by the STRIVE
QAA/M&E System Monitoring Team which were deemed to contribute to the attainment of the objectives of
the system.
Reformulation of the TOR of District QMTs and acceptance by the Division Office. The pilot
implementation revealed the need for the Public School District Supervisors (PSDS) to be the Subdivision Quality Management Team (SDQMT) at the District Level. Hence a review of functions and
responsibilities of PSDS in relation to QAA/M&E is needed. It is suggested that the Regional Office
make an issuance mandating all Public School District Supervisors (PSDS) to be the SDQMT in the
District level.
Review of TOR of SQMT. Part of the study was the identification of hindering factors or those that
make their functions difficult to perform. The SQMTs of the pilot schools agreed that lack of timely
advocacy to the stakeholders made it difficult for them to coordinate needed tasks with them. Thus,
aside from the seven (7) identified roles and functions of the SQMT it is recommended to include:
a. Timely advocacy of the QAA System to internal and external stakeholders. - This was seen
as necessary to sustain the over-all support of these stakeholders in the schools programs
and projects. This is also seen as one mechanism to heighten the interest of the stakeholders
to participate in coming up with appropriate interventions to address the issues and concerns
identified.
b. Submit monthly report to the Sub-division QMT.
2.
Development of consolidation tools for district and division. Although the report revealed that the QMTs
were able to perform their roles and functions, it was also noted that some of their functions were not
accomplished within the specified time due to overlapping of activities. Some SQMTs and SDQMTs disclosed
that they find it difficult to submit monthly reports to the SDQMT and DQMT, respectively. Reason being that is
their schedule and proximity of their respective offices. To ensure that there is interdependency of M&E
processes at both the division and the district levels, the QMTs found that it will be necessary to develop a
consolidated tools for both the District and Division levels.
3.
Harmonization of required reports from the division. As mentioned above, timely submission of required
reports is as necessary as doing the tasks assigned to QMTs. Ideally, the School QMTs submit their monthly
report to the District or the Sub-division QMT, the SDQMTs submit their monthly report to the Division QMT.
The DQMT then consolidates the report submitted by the SDQMTs and submit their report to the Region QMTs
P a g e | 21
on a quarterly basis. Reports are main source of information for educational planning and decision making.
These reports are also used for identification of priority areas for technical assistance.
As mentioned in the preceding report, some SQMT find it easier to directly submit their report to the DQMT or
the Division SBM Coordinator/Chair rather than to the SDQMT. This process took more time because the
reports were then turned-over to the proper SDQMT for consolidation before submission to the DQMT. A
systematic way of gathering data for reporting purposes may be initiated as this affects effectiveness and
efficiency of the system. If reports are not harmonized, DQMTs could not get information that can be used for
TA planning.
4.
Improvement of flow of Division M&E processes to integrate TA of Div./District QMT to School QMT.
Some of the M&E tasks identified by the DQMTs to be difficult for them to perform are as follows:
Neg. Occidental Interacting with SDS/ASDS and the Sub-division M&E teams because of conflict in
their schedule.
Bohol/Tagbilaran Most of the DQMT members have no background in the development,
indigenization and localization of M&E tools. They found it hard to develop M&E tools and
instruments to suit the need of the division.
N. Samar Consolidating and analyzing M&E reports, both quantitative and qualitative. This is
because most of the team members are so focused on their organic tasks that they find it hard to
accomplish their M&E assignments.
Thus, it is suggested that QAA/M&E System processes and tools be part of the agenda during
Division Mancom. Use the team monitoring and supervision scheme wherein an ES is paired with a
PSDS in monitoring the progress of implementation of various education programs & projects. The
pilot report also suggest to include in the organic function of the PSDS (SDQMT) the development,
implementation and monitoring of the Technical Assistance Plan.
5.
QAA System as part of the SIP. Inclusion of a plan on how to quality assure the School Improvement Plan
(SIP) was seen as an indicator of a good plan. During the crafting of the SIP each planning team shall
prepare a plan on how to monitor and evaluate the implementation of the SIP.
6.2 RECOMMENDATIONS FOR SUPPORT REQUIREMENTS TO
SUSTAIN AND INSTITUTIONALIZE THE SYSTEM
6.2.1 Policy recommendations:

a.
At the Central Office:

Institutionalization of Regional Monitoring, Evaluation & Adjustment (RMEA) Technology at the
STRIVE target regions. -Project STRIVE introduced the Joint Monitoring, Evaluation &
Adjustment (JMEA) scheme to monitor the progress of activities and deliverables of each
component. The technology was seen as an effective process to gauge each components
accomplishment of their respective functions/ tasks and deliverables. Relatively, measures are
immediately identified if there are slippages in the expected outputs. RMEA process was felt
as an effective way of data gathering from the field. Though the process requires time, money
and effort, results of the RMEA or the reports/information generated from this process are data
driven. At the Regional level, RMEA will be based on the REDP.
b.
At the Regional Level:

Issuance mandating all PSDSs to be the SDQMT in the District level. Results of the pilot
implementation of the QAAS showed the significant role of the PSDSs in relation to QAA/M&E.
c.
At the Division/District Level:

Include as one of the criteria in the performance appraisal of School Heads the Implementation
of the QAA-M&E System in schools policy from the CO
Policy regarding the assurance of continuity of the implementation of SIP regardless of transfer
of School Head into another school from the RO
SEF to give priority to SIP implementation
6.2.2 Capability building programs QMTs should be provided with CB programs that will help them
perform their respective duties and responsibilities efficiently. They must be equipped with capabilities and
technical know-how to provide technical assistance to education managers at their jurisdiction. Some of the
CB programs identified during the pilot implementation are the following:
In-depth training on the utilization of M&E Reports for Technical Assistance planning for QMTs at the
Region, Division and District Levels (for effectiveness and relevance).
P a g e | 22
Training of RQMTs on UIS/BEIS utilization for data gathering

Intensive training of QMTs on QAA-M&E Processes
The QMTs at the Division, District and School Levels revealed the need for the following CB
programs:
ICT training
Technical writing and reporting
Facilitation skills
Orientation of all School Heads on QAAS
6. 2.3 Support Requirements

a. Human Resource Support.
to comply with the required number of QAA personnel in the RO, it was deemed necessary for
additional staff, such as:
2 more QAA specialist
Support personnel of at least 2 in QAAD
ICT personnel as an additional member of the Division M&E team
b. Technical Assistance Support
Conduct of RMEA in Functional Divisions and Division Offices
Crafting/development of the 2nd cycle SIP based on results evaluation
c.
Fund Support
MOOE for the M&E activities; training of QMT members, procurement, repair and maintenance
of ICT equipment, travelling expenses
Travel allowance must be given to PSDS from the Division fund
Strict implementation of guidelines and intensified monitoring of downloading of MOOE of the
Division to schools
6.3 SUPPORT FOR THE ROLL OUT OF THE SYSTEM TO OTHER REGIONS
1.
2.
3.
Finalization of QAA-M&E Operations Handbook (will contain structures needed, processes & tools)
Development of Installation Guide for QAA-M&E System (for regions who would like to start
implementation of the system)
Refinement of Session guides for capability building
P a g e | 23
P a g e | 24
ANNEX A
Implementing Units of Pilot Sites

RO6 QAA-M & E Implementing Units
A. Regional Quality Management Team (Rexecom/QAAD)
POSITION
NAME
Chair: Regional Director
Mildred L. Garay, CESO IV
Co-Chair: Assistant Regional Director
Corazon P. Brown, CESO VI
Rexecom Members: Chiefs of Functional Divisions
Chief, QAAD
Dr. Donato G. Delgado
Chief, CLMD
Dr. Lilybeth Estoque
Chief, PPRD
Ms. Mary Cabag
Chief, RMSPPD
(Miss) Corazon P. Polohan
Chief, TDD
Dr. Novelyn M. Vilchez
Chief,TAD
Dr. Eden Deriada
Chief, Administrative Division
Mr. Jesus A. Latumbo
Chief, Budget and Finance
Mr. Jose Lauresta
QAAD Specialists:
QAAD Specialist
Mr. Edwin Espino
QAAD Specialist
Ms. Estrella Mago
QAAD Specialist
Mr. Ervin Banza*
QAAD Specialist
Ms. Erma Gervero*
*- Multi-tasked
B. Division Quality Management Team (DQMT)- Division of Negros Occidental
POSITION
NAME
Chair : SDS
Rizalino S. Tortosa, CESO V
Co-Chairs: ASDS
Dr. Luisito Escalona
ASDS
Jose Freddie M. Mocon
ASDS
Marsette D. Sabaluca
Members
ES 1
Heidi G. Bianzon
ES - 1
Luningning G. Pecaoco
ES - 1
Marlin V. Anida
ES 1
Romeo Sison
PLANNING OFFICER
Mariam Castel
Div. Coordinator
Riza Gea
C. SUB-DIVISION QUALITY MANAGEMENT TEAMS (SDQMTS)
EDUCATION SERVICE AREA 1
NORTH NEGROS OCC.
CENTRAL NEGROS OCC.
NAME
Thelma S. Pendon
Nimfa Treyes
Nilda Demegillo
POSITION
PSDS
PSDS
PSDS
NAME
Mariolina Jalwin
Ma. Lourdes Tison
Rosario Baes
POSITION
PSDS
PSDS
PSDS
EDUCATION SERVICE 3
SOUTH NEGROS OCC.
POSITIO
NAME
N
Caridad Ablao
Dolores Ramirez
Marilyn Cogonon
PSDS
PSDS
PSDS
P a g e | 25
D. School Quality Management Teams (SQMTs)

SMALL ELEM
POSITION
SCHOOLS
( 6 TEACHERS & BELOW)
School Head
M&E Coordinator
SPT Representative
Teacher
Parent
LGU
Department. Chairs / Subject Chair
ICT Coordinator/Teacher
Others : (Please specify)
E. List of Pilot Schools
Area (Sub-Division)
ESA 1
(North Negros Occ.)
Total = 17
ESA 2
(Central Negros Occ.)
Total = 17
ESA 3
(South Negros Occ.)
Total = 16
/
/
/
Elementary School
LARGE ELEM SCHOOLS

( 7 TEACHERS &
ABOVE)
/
/
/
/
/
/
/
/
SECONDARY
SCHOOLS
/
/
/
/
/
/
/
/
Secondary School
Balogo ES
Calapnusan ES
Canubgan ES
Dolis ES
Escalante Central ES
Jonob-Jonob ES
Pandanon ES
Talisay South ES
Victorias North ES
Calatrava II CES
Bug-ang NHS
Calatrava NHS
Don Simplicio Lizares NHS
EB Magalona NHS
Escalante NHS
Manapla NHS
Tigbao NHS
Pontevedra North ES
Isabela East Elem School
La Castellana ES
Lopez Jaena ES
Mambalio ES
Mansablay ES
Moises Padilla ES
Sibucao ES
Soriano ES
Valladolid ES
Pontevedra South ES
Enriqueta Montilla De Esteban MHS

Isabela NHS
La Castellana NHS
Negros Occidental HS
Tabao NHS
Tinongan NHS
Delicioso ES
Aguisan ES
Bacuyangan ES
Binalbagan ES
Binulig ES
Bulwangan NHS
Nabulao NHS
Hinigaran NHS
Himamaylan NHS
Negros Occidental National Agro-Industrial
School & Home Industries (NONAISHI)
Candoni CES
Cauayan Central School
Himamaylan CES
Hinigaran ES
Ilog Central School
Pilar ES
P a g e | 26

POSITION
NAME
Chair: RD
Dr. Receredo G. Borgonia
Co-Chair: ARD
Dr. Carmelita T. Dulangon
Chief, QAAD
Dr. Marcial P. Degamo
Chief, CLMD
Dr. Carmencita C. Denampo
Chief , PPRD
Dr. Milagros C. Gabia
Chief, RMSPPD
Dr. Vivian G. Ginete
Chief,TDD
Dr. Emiliano Elnar, Jr.
Chief, Administrative Division
Dr. Aniano Bautista, Jr.
QAAD Specialists:
QAAD Specialist
Mr. Sinfronio Thelmo
QAAD Specialist
Dr. Estela B. Susvilla
QAAD Specialist
Dr. Eduardo Bacaltos
QAAD Specialist
Dr. Joy Kenneth Biasong
QAAD Specialist
Mrs. Rosa Cabotaje
QAAD Specialist
Mrs. Merden Bryant
B. Division Quality Management Team (DQMT)- Division of Bohol
POSITION
NAME
Chair : SDS
DR. LORNA E. RANCES
Co-Chair: ASDS
MR. BIANITO A. DAGATAN
Co-Chair: ASDS
MRS. WILFREDA B. BONGALOS
Division M & E Team
Chair: ES
DR. FELY G. LAGONOY
Member: PSDS
MRS. CARMELA RESTIFICAR
Member: PSDS-ICT Coordinator
MRS. MILAGROS FE BUHAYAN
Member: Planning Officer
MRS. AMELIA A. CORTIDOR
Division Quality Management Team (DQMT)- Division of Tagbilaran City

POSITION
NAME
Chair : SDS
MRS. NORMA S. VARQUEZ
Co-Chair: ASDS
DR. ERLINDA B. MAHINAY
Division M & E Team
Chair: ES
MRS. PRISCILA PESQUIRA
Member: ES 1, PPRD
MRS. ERLINDA O. PUAGANG
Member: ES 1, SIP/DAC
MRS. MARIA LUISA RAMIREZ
Member: ES 1, NCBTS
MRS. MARINA SALAMANCA
Member: Planning Officer
MRS. LIZA MAQUILING
SUB-DIVISION QUALITY MANAGEMENT TEAMS (SDQMTS)
NAME
GEMMA LADROMA
DOLORES CUIZON
ERLINDA EJOC
POSITION
PSDS
PSDS
PSDS
NAME
EDITO YANA
NOEL DUAVIS
LORNA TORREGOSA
POSITION
PSDS
PSDS
PSDS
EDUCATION SERVICE 3
NAME
POSITION
ESTRELLITA BARAJAN
URBANO BERNASOR
DELFINA OLAA
PSDS
PSDS
PSDS
P a g e | 27
School Quality Management Teams (SQMTs)

SMALL ELEM SCHOOLS
POSITION
( 6 TEACHERS &
BELOW)
School Head
/
M&E Coordinator
/
SPT Representative
/
Teacher
Parent
LGU
List of Pilot Schools
Area (Sub-Division)
ESA 1
Total = 15
LARGE ELEM SCHOOLS

( 7 TEACHERS &
ABOVE)
/
/
SECONDARY
SCHOOLS
/
/
/
/
/
/
/
/
/
/
/
/
/
/
Elementary School
Antequera Central School
Balilihan Central School
Bingag Elementary School
Catigbian Central School
Cogon Elementary School
Hanopol Elementary School
Tagbilaran City Central School
Toril Elementary School
Tubigon Central School
Secondary School
Busao High School
Cahayag High School
Dr. Cecelio Putong National High School
Manga High School
Mayor A. Tuazon School of Fisheries
Tagbilaran City Science High School
ESA 2
Total = 23
Aguining Elementary
Banlasan Elementary School
Baud Elementary School
Bugang Elementary School
Buenavista Central School
Cataban Elementary School
Cawayan Elementary School
Clarin Central School
Dait Norte Elementary School
Hinlayagan Ilaud Elementary School
Lawis Elementary School
Pangpang Elementary School
Pres. C.P.G. Central School
Sto. Nio Elementary School
Tipolo Elementary School
Aguining High School

Francisco Dagohoy Memorial HS
Handumon High School
Nahawan High School
San Jose National High School
San Miguel Tech Vocational HS
Ubay Science High School
Union High School
ESA 3
Total = 15
Bicao Elementary School

Bilar Central School
Catungawan Elementary School
Gracia-Hernandez Central School
Guinacot Elementary School
Katipunan Elementary School
Jagna Central School
Lila Central School
Loboc Central School
Mayuga Elementary School
Pob. Sur Elementary School
Quinogitan Elementary School
Sierra-Bullones Central School
Valaga Elementary School
Sierra-Bullones High School
P a g e | 28

POSITION
NAME
Chair: RD
DR. Rose Marie Felicidad V. Saet
Co-Chair: ARD
Atty. Alberto T. Escobarte
Chief QAAD
Dr. Brenda A. Estoy
Chief CLMD
Dr. Rogelia K. Firmo
Chief PPRD
Dr. Belen P. Hipe
Chief RMSPPD
Dr. Imelda B. Parado
Chief TDD
Mrs. Corazon S. Abella
Chief Administrative Division
Dr. Nimfa G. Beltran
Chief Budget & Finance
Mrs. Alma C. Suyom
QAAD Specialists:
QAAD Specialist
Dr. Rebecca L. Ragrag
QAAD Specialist
Dr. Joel A. Zartiga
QAAD Specialist
Mrs. Rhodora V. Sison
B. Division Quality Management Team (DQMT)
POSITION
Chair : SDS
Co-Chair: ASDS
Division M & E Team
Chair: PSDS
Members:
ES/SAC
ES/SAC
PLANNING OFFICER
PO AID
NAME
DR. THELMA C. QUITALIG
DR. GORGONIO G. DIAZ, JR.
FERMINA VILLANOBOS
EMILY DELACRUZ
MARITES GUILLERMO
ANTONIO BARANDINO
JUN GEPOLLO
C. SUB-DIVISION QUALITY MANAGEMENT TEAMS (SDQMTS)

AREA / DISTRICT 1
NAME
POSITION
AREA / DISTRICT 2
NAME
AREA / DISTRICT 3
NAME
POSITION
POSITION
FERMINA VILLANOBOS PSDS
AMADA MARQUITA
PSDS
CARLOS BALANQUIT
PSDS
NENA GARDUCE
PSDS
GLORIA MATIC
PSDS
FE TIU
PSDS
DODITO FLORALDE
PSDS
BERNARDINO BALANQUIT
PSDS
CLARITA CELAYA
PSDS
D. School Quality Management Teams (SQMTs)

SMALL ELEM SCHOOLS
POSITION
( 6 TEACHERS &
BELOW)
School Head
/
M&E Coordinator
SPT Representative
Teacher
Parent
LGU
/
/
LARGE ELEM SCHOOLS

( 7 TEACHERS &
ABOVE)
/
SECONDARY
SCHOOLS
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
P a g e | 29
F. List of Pilots Schools

Area (SubElementary School
Division)
Pacific Area
Capacujan Elementary School
Total = 17
Catubig 1 Central School
Gamay Central School
Gamay East Central School
Junction Elementary School
Laoang 1 Central School
Laoang III (Rawis) Central School
Lapinig Central School
Las Navas Central School
Palapag 1 Central School
Pambujan Central School
San Roque Central School
Central Area
Total = 20
Balicuatro Area
Total = 13
Baybay Elementary School

Bobon Central School
Catarman II Central School
Catarman SPED Center
Cawayan Integrated School
Getigo Elementary School
Gilalan agan Elementary School
Makiwalo Integrated School
Mondragon Central School
Nenita Elementary School
San Jose Central School
Layuhan Elementary School
Alegria Elementary School
Allen Central School
Enriqueta Elementary School
Erenas Elementary School
Kinaguitman Elementary School
Lavezares Central School
Pili Elementary School
Victoria Central School
Secondary School
Laoang National High School
Laoang National Technical H S
Las Navas National High School
Mapanas Agro Industrial School
San Roque Pambujan Vocl. School
Bobon School for Philippine Craftsmen

Catarman National High School
ETBMSF
Lope de Vega National High School
Mondragon Agro Industrial School
Polangi National High School
San Jose Technical High School
Washington National High School
Alegria National High School

Lipata National High School
Rosario National High School
San Antonio Agricultural Vocl. School
San Isidro National High School
P a g e | 30
ANNEX B
REVISED TERMS OF REFERENCE
Quality Management Teams
A
School Quality Management Team

Criteria for Selection of SQMT
Has full grasp of the projects and programs in school

Involved in SIP development and enhancement process
Has knowledge of M&E
Accountable to improving learning outcomes in the school
Can communicate results of SIP to stakeholders
Familiar with national and regional standards, indicators and performance measures
Has working knowledge of ICT
Roles & Functions of SQMT:
Manage a mechanism for quality assurance and accountability in the school

Ensure that inputs, processes, outputs and outcomes of the school are at par with quality standards
and targets set
Communicate results of monitoring and evaluation to improve the implementation of SIP and SBM
practice
Process and review data gathered to make inferences to enable school management to arrive at
sound decision-making
Composition of SQMT:
For Small Elementary Schools:
School Head
School M&E Coordinator
SPT Representative
For Big Elementary Schools & Secondary Schools:

School Head
School M&E Coordinator
SPT Representative (Parent/LGU)
Dept. Chairs (2)
ICT coordinator/Teacher
Terms of Reference:
1. Chair: School Head
Functions:
1. Manages the QAAS in the school
2. Ensures implementation of SBM practice
3. Makes decisions pertinent to improving quality outcomes in the school
Responsibilities
1. Orients school stakeholders on how to operationalize the QAA system
2. Designates the members of the School QMT
3. Designs monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules,
monitoring and feedback forms);
4. Convenes School QMT regularly to discuss M & E concerns together with implementation team
5. Communicates the learners' progress to intended stakeholders
6. Submits quarterly accomplishment report to SDS and school stakeholders
7. Interacts with SDS and school internal and external stakeholders
P a g e | 31
2. School M&E Coordinator

Function:
1. Monitors and evaluates regularly the implementation of school improvement plan
2. Responsibilities:
3. Conducts monitoring process during plan implementation
4. Analyses and interprets M&E data
5. Evaluates results of SIP implementation which will be made as basis for planning interventions and
other plan adjustments
6. Prepares regular M&E reports and submit to SH
7. Provides M&E data analysis and interpretation to SH and Project teams
8. Interacts with SH and other members of the SQMT
3. SPT Representative (Parent/LGU Rep)
Function:
Monitors the implementation of SIP
Responsibility
Updates M & E plan during SIP revisit
4.Department Chairs (2)
Function:
Manages M&E of learning outcomes
Responsibility:
1. Tracks/Monitors school and learner performance
2. Recommends to the SH actions to improve learner achievement
3. Submits quarterly consolidated learners performance report to School Head and School M&E
Team
4. Interacts with School M&E Coordinator and teachers and department chairs
5. ICT coordinator /Computer teacher
Function:
Manages School Information System (SIS)
Responsibility:
1. Gathers, records, organizes, stores data, and ensures that school records are complete and up to date
2. Interacts with School M&E coordinator and Department Chairs
B

Criteria for the selection of DQMT:
Involved in the DEDP development and enhancement process
Has knowledge of M&E
Has knowledge of SIP development & appraisal
Has knowledge of providing technical assistance to schools
Can implement & monitor national & regional standards & guidelines in the division and schools
Has working knowledge of ICT
Functions of DQMT
Manage the QAA-M & E system in the division.

Ensure that inputs, processes, outputs and outcomes of schools are at par with the quality
standards set.
Communicate results of monitoring and evaluation to improve program/ project
implementation of schools
Establish a mechanism for effective feedback.
P a g e | 32
Composition of DQMT
Chair
Co-Chair
:
Members (Regular)
(On-call)
:
SDS
ASDS
: Division M and E Team (5)
Chair: Education Supervisor
Members:
2 Education Supervisors
Planning Officer
Division Statistician
District M and E Team*
Members:3 PSDSs per sub-division
:
All Others as needed
(* The number of District M&E Teams will depend on the clustering of districts in the division. Each
Cluster will have its own-M&E team)
Terms of Reference
Chair: SDS
Function: Manages the division QAA M and E system
Ensures compliance of quality standards for basic education programs)
Responsibilities:
1. Establishes the DQMT following guidelines set
2. Manages the operation of the Division QAA M and E system
3. Acts on the recommendations from M and E reports
4. Submits quarterly Division QAA M & E report to the region
5. Submits division annual accomplishment report to the region and division stakeholders
6. Interacts with Region and Division Stakeholders, ASDS, Division M and E team
Co-chair: ASDS
Function:
Co-manage the division QAA M and E system
Responsibilities:
1. Takes the lead in the preparation of appropriate instruments and tools for M and E
2. Reviews findings and recommendations submitted by the Division M and E team
3. Communicates the reviewed M and E report to the SDS for appropriate action
4. Takes the lead in the preparation of TA Plans based on findings and recommendations of division M&E
reports
5. Submit reviewed findings and recommendations to the SDS for appropriate action
6. Interacts with SDS and D M&E team
Division M&E Team
Function:
Assures the conduct of quality planning and implementation of Technical Assistance to schools and
strengthening of SBM implementation such as:
- SIP Appraisal
- Curriculum Implementation
- Instructional Supervision conducted by SHs to teachers
- Technical Assistance provided by SHs to schools
- HRM processes
- School based training programs
- Learning Resource Materials utilization
- Resource generation and mobilization
P a g e | 33
- School and community partnership

- Fund utilization
Responsibilities:
1. Develops the M and E instruments and tools for use by the division and sub-M&E teams
2. Generates quantitative information from the SIS for preparing M&E reports
3. Consolidates and analyzes the M and E reports submitted by the Division Sub M and E team
(quantitative and qualitative)
4. Conducts process check to validate information received from the division sub team
5. Coordinates development of TA plans together with other resource persons based on M&E reports from
the division sub-M&E teams
6. Drafts recommendations based on M&E reports
7. Communicates findings and recommendations to ASDS
8. Interacts with ASDS and the Sub-division M&E teams
District M&E Teams
Function:
Ensures quality implementation of TA to schools and strengthening of SBM at the district level
Responsibilities:
1. Monitor QMT of schools
2. Conduct process check on the implementation of the following in the schools included in their subdivision:
a. SIP appraisal
b. Curriculum Implementation
c. Instructional Supervision conducted by SHs to teachers
d. Technical Assistance provided by SHs to schools
e. HRM processes
f. School based training programs
g. Learning Resource Materials utilization
h. Resource generation and mobilization
i. School and community partnership
j. Fund utilization
k. Assessment of SBM level of Practice
3. Gather and consolidate monthly and quarterly M and E reports from SQMT
4. Prepare quarterly M and E reports based on the consolidated SQMT reports and the reports from the
process check conducted by the Div Sub M and E team
5. Provide the schools copy of the report
6. Facilitate the AIP Review and Adjustment in Schools
7. Submit division district level M and E report to the Division M and E Team
8. Interacts with Division M&E Team and SHs of the sub-division concerned
C
Regional Quality Management Team

Criteria for the selection of RQMT:
1. Well informed and updated knowledge on the basic educational policies and standards
2. Involved in DEDP review & REDP development
3. Has knowledge of M&E
4. Familiar with national and regional standards and guidelines
5. Capability in coordinating technical assistance to divisions
6. Familiar with the regulatory and accreditation policies and processes
7. Has working knowledge of ICT
Functions of RQMT
Manage quality assurance and accountability in the region to ensure compliance to standards of
quality basic education
Formulation and review of education standards in the region.
P a g e | 34
Evaluation of regional performance to inform technical assistance to divisions.
Communicating status and progress of region to CO for policy adjustment and to stakeholders for resource
mobilization.
Composition of RQMT
Chair
Co-Chair
Members
(On-call)
:
ARD
QAA Division Chief
:
QAA Specialist (4)
Regional UIS Coordinator
:
All Others as needed
Terms of Reference
Chair: ARD
Function:
Manages the regional QAA System following the set goals and directions of the region
Responsibilities:
1. Coordinates the development of strategic QAA-M&E Plan of the various units based on
QAA priorities of the region
2. Leads in the installation of units for the continuous operations of the QAA system to
ensure compliance to standards and processes in the region
3. Reviews and finalizes recommendations from QAAS unit for the improvement of regional
projects and programs for submission to RD.
4. Interacts with RD, Regional QAAS unit, and SDS
Co-chair: Regional QAA Division Chief
Function:
Manages the functions, operations and performance of Quality Management teams to
determine the efficiency & effectiveness of delivery and for accountability.
Responsibilities:
1. Monitors the operation of QAA-M&E in the regional office and divisions to assure the
quality of processes to be employed.
2. Provides efficient technical support to organized QAA-M&E team of regional units and
division for improved performance of their roles and responsibilities
3. Provides feedback on the monitoring and evaluation results to concerned entities to
recommend appropriate interventions.
4. Submits recommendations from M&E reports to ARD
5. Interacts with REXECOM
Regional QAA Specialists
Function:
Ensure the implementation of national and regional standards in all processes, outputs
and outcomes of the region and divisions
Responsibilities:
1. Provide technical assistance to divisions on the implementation of national & regional
standards for the improvement of division performance
2. Review QAA M & E Tools to ensure validity and reliability.
3. Validate and integrate findings of all M & E Results in the region
4. Ensure that the operation/ establishment of public/private schools is based on standards
set.
5. Conduct accreditation of public, vocational/technical, private schools and CLC ,e.g.
Project Sterling, PAASCU, APES.
P a g e | 35
6. Implement Reward, Recognition and Incentive System

7. Submits regional M&E reports to Division QAAS chief
Regional UIS Coordinator
Function:
Manages and maintains the Regional Unified Information System
Responsibilities:
1. Uploads monitoring and evaluation data to the Unified Information System for the use of
planning, policy, and research and other functional units in the region.
SUMMARY OF QMT FUNCTIONS ACROSS LEVEL

Central
To formulate
national education
policies and
standards
Region
Division
School
To manage the
QAAS in the entire
region
To ensure
compliance with the
standards in the
planning,
implementation and
monitoring and
evaluation of
education plans
To monitor and
evaluate progress of
regional initiatives
and performance
To communicate
M&E results to
inform policy and
technical assistance
To manage the QAA-M

& E system in the
division.
To ensure that inputs,
processes, outputs and
outcomes are at par
with the quality
standards set for the
division
To prepare appropriate
instruments and tools
for monitoring and
evaluation of school
and district
performance
To communicate M&E
results to improve
project implementation
in the division and
technical assistance to
schools
To establish a
mechanism for effective
feedback to schools.
To manage QAAM&E in the school

To ensure that inputs,
processes, outputs
and outcomes of the
school are at par with
quality standards and
targets set for the
school
To communicate M&E
results to improve the
implementation of SIP
and SBM practice
To process and review
data gathered to make
inferences to enable
school management
to arrive at sound
decision-making
P a g e | 36
ANNEX C
SYSTEM IMPLEMENTATION TOOLS
SIP IMPLEMENTATION TOOLS
1
Elements of SIP Implementation M&E Framework
SIP Implementation M&E Framework Matrix Template

PROGRESS M&E TOOLS
SIP Physical Output Tracking Form
SIP Cumulative Physical Accomplishment Form
SIP Three-year Report on Physical Output and Financial Status of Projects & Programs
ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

Part A: Issues/Problems and Concerns Log
Part B : Log Sheet On Resolution Of Issues
Log Sheet On Sustainability Measures
Log Sheet On Lessons Learned

RESULTS M&E TOOLS
SIP Terminal Review Framework
10
SIP Terminal Review Report
11
Results Monitoring Tool for Schools
12
Results Monitoring Tool - for Divisions

REPORT TEMPLATES for QMT
M&E Report Template of SQMT
M&E Report Template of SDQMT
M&E Report Template of DQMT
P a g e | 37
C.1
Elements of SIP Implementation M&E Framework

The table below shows the elements of the SIP Implementation M&E Framework and the instructions for filling each
column of the template. This framework guides both the progress (output) monitoring and outcomes (results)
evaluation.
Column
1
2
Item
SIP Outputs
Indicator/s
List the outputs of SIP/AIP

Identify for each output, the information that will tell the achievement of
Data Source
Identify the source where the measure of the attainment of objectives can be
Method of
Collection
Timing of Collection
Data Gatherer
Report Schedule
5
6
7
Instructions
project objective. This is a qualified/quantified parameter which details the
extent to which an objective has been achieved
obtained (ex. BEIS, Teacher observation /performance report, SARDO

Monitoring Form, OSY Tracking system, child health and nutrition chart, etc.)
Indicate the strategy that will be employed to collect the data (ex., Document
review, interview, direct observation, survey questionnaire, FGD, etc.)
Identify as to when the data collection will happen
Indicate the unit/person responsible for data collection
Identify the when the result/s will be reported
C.2
RESULTS M&E
SIP IMPLEMENTATION M&E FRAMEWORK MATRIX

(The M&E framework of the school for its SIP implementation should be cooperatively done by the members
of the School Quality Management Team headed by the School Head with representatives from the School
Planning Team.)
PROJECT
DATA COLLECTION
DATA
DATA
REPORT
OBJECTIVES/
INDICATOR/S
SOURCE
METHOD TIMING GATHERER SCHEDULE
OUTPUTS (O#)
Purpose level
objective:
Component
Objectives:
Component 1:
Component 2:
Component 3:
Component 4:
PROGRESS
Outputs
P a g e | 38
C.3
SIP/AIP Accomplishment Tracking Form

School: ______________________________________
Month: ______________________________________
PROJECT/OUTPUT
District: ______________________
School Year: _______________________________
Physical Output
Target
Actual
Financial Target
%
Budget
Expenditure
Note: Write only those outputs with physical and financial targets.
Legend: % - Percentage of Accomplishment (TARGET/ACTUAL x 100)
C.4
SIP CUMMULATIVE PHYSICAL ACCOMPLISHMENTS FORM

_____Quarter
_____School Year
Accomplishment for the Quarter
Priority Output
Area Indicators
Plan Actual
Cumulative As of
Quarter
Accomplishment to date
%
Plan
%
%
Slippa
%
Actual
% Plan
% Plan
Slippage
Accomp (Total)
Accomp
Actual
ge
Actual
C.5
SIP Three-year Report on Physical Output and Financial Status of Projects & Programs
PHYSICAL OUTPUT
Program/Project
Outputs
Year 1
Target Actual
Year 2
FINANCIAL
Year 3
Year 1
Year 2
Year 3
% Budg
%
%
%
% Budg Actua % Budg
Target Actual
Target Actual
Actual
Actual
Acmp
Acmp
Acmp et
l Exp et
et
Exp
Exp
P a g e | 39
C.6
Report Period:
ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

CHALLENGES/
ISSUES
ENCOUNTERED:
Actions taken to RESOLVE the

Issue:
Accountable
Unit/Person
LESSONS
LEARNED:
SUSTAINABILIT
Y MEASURES
TAKEN:
C. 7
School :____________________________________
Implementation Period Covered: ______________
Division: ___________________________________
Region: ____________
Part A: Issues/Problems and Concerns Log

Instructions: List the issues/problems/concerns you have encountered during the period (Annual, Quarter or
Monthly) that have caused the non-achievement or delay of the deliverables/targeted outputs. You may write
the issue/problem related to any of the categories below.
A. Strategies or techniques used to implement program or project
1.
2.
B. Working relationships between and among the implementation teams
1.
2.
C. Generation and utilization of funds / resources
1.
2.
D. Stakeholders participation
1.
2.
E. Other factors outside of school environment
1.
2.
P a g e | 40
C. 8
Part B - LOG SHEET ON RESOLUTION OF ISSUES

Instructions for the SQMT:
Take and analyse each of the issues listed in Part A as to whether they have been
resolved/addressed by the school.
Write in Column 1 these resolved issues and in Column 2, the solution applied.
In Column 3, list the issues which are beyond the schools control and which will need
the assistance of the district/division for its resolution.
In Column 4, provide any information or detail you would want to add.

1
Issues Resolved
By the school
2
Solution
applied
3
Issues Needing
Assistance
4
Remarks
C.9
LOG SHEET ON SUSTAINABILITY MEASURES

Instructions:
Study the list of sustainability measures given in Column 1 which have been applied in the implementation of
the projects/programs in the school.
Choose from those given what the school has applied during the period to sustain the school
projects/programs.
Indicate in Column 2 the specific action the school has done in applying any of the sustainability measures.
In Column 4, indicate the result of applying such a strategy.
1
Sustainability Measures
2
Action taken to
apply strategy
3
Result of
strategy
1. Fit w/in partner govt policies

Objectives and activities which fit with Partner Government policies have
much better prospect for sustainability as they are more likely to have highlevel political and institutional support both during implementation and
beyond.
2. Participation
The critical factor in promoting sustainability is the role of the stakeholders;
i.e. those directly concerned with the program or project. Sustainability
cannot be achieved without their involvement and support.
Ideas are demand-led.
Stakeholders, both men and women should actively participate and have
the opportunity to influence the direction and detail of implementation.
Time and resources are available for participatory analysis.
3. Management & Organization
Integrate with and build on local management structures.
Work with counterparts who are existing in school
Teamwork approaches are emphasized.
Permit some flexibility in implementation as lessons are learned
P a g e | 41
4. Integrate & Build on Govt

Operations & Processes
Activities should integrate with and build on existing government
operations, processes systems and performance monitoring wherever
possible.
Use available information sources wherever possible. This not only builds
on existing processes so that capacity building has a better chance of
being sustained post-project but also minimizes workload and demand on
stakeholders in providing information
5. Counterpart Contribution
Counterpart contributions, either in cash or in kind (like counterpart staff
and office space) are a sign of commitment and demonstrate in a tangible
way, that partners place value on the expected benefits.
6. Training
The provision of appropriate training for identified target groups is a key
strategy for achieving sustainable benefits.
Effective training should not only educate but also motivate.
Trainees must be selected on merit and include both men and women.
Trainees must be given the opportunity to apply newly acquired skills on
completion of training.
7. Information dissemination
& Networking
Generating an understanding of SIP and support for the projects
objectives among a wide group of stakeholders should be a component of
any sustainability strategy. It can include the use of many types of different
media and group events.
8. Technology
To promote sustainability the technology to be transferred must be selected
on the basis of its appropriateness in terms of technical and financial
criteria, plus social, gender and cultural acceptability. Training to support
the introduction of any new technology should be relevant and appropriate.
9. Social, Gender & Culture
Development interventions can fail to deliver sustainable benefits if social,
gender and cultural issues are not taken into account. A greater
participation by girls in identification, design and decision-making is a key
part of any sustainable strategy
10. Anti-Fraud & Corrupt Strategy
11.Other Sustainability measure identified

___________________________________________
P a g e | 42
C.10
LOG SHEET ON LESSONS LEARNED

Instructions:
Write in Column 1 those experiences/factors which have been productive, useful or influencing the
successful implementation of the project.
In Column 2, indicate those which have caused delay or unsuccessful delivery of the planned target.
In Column 3, write the Lessons Learned derived from both facilitating and hindering factors. Lessons
learned from facilitating factors are stated as values/ good practices/ principles. Lessons learned from
hindering factors are stated as what could have been.
1
Facilitating Factors
2
Hindering Factors
3
Lessons Learned
RESULTS M&E TOOLS

D.1
SIP TERMINAL REVIEW FRAMEWORK
Evaluative Processes to Generate Information
Needed
Objective
Source of Information
SCHOOL LEVEL
1. To evaluate the outcomes of a 3year SIP implementation.
Analysis of the Level of global accomplishment of - SIP 3-year

SIP targets
Accomplishment Report
- Indicators of Learners outcomes
- SIP M & E Report
- School Annual Report
- School outcomes
To what extent are the SIP outputs
2. To relate school governance to SIP Analysis of historical results of SBM Assessment SBM Assessment Database
implementation.
(Overall & by Dimension)
3. To provide inputs for the succeeding Analysis of balance of physical targets/outputs
M & E Report
SIP (areas for improvement &
- Listing of delivered/ undelivered outputs
priorities for next SIP.
4. To identify lessons learned,
Consolidation of Lessons learned from
Progress M & E Reports
promising/ best practices.
- Facilitating & Hindering factors
School Annual Reports
- Sustainability measures
5. To generate recommendations from Consolidation of recommendations for technical M & E Reports
higher management for continuous assistance
School Annual Reports
school improvement.
DIVISION LEVEL
1. To evaluate school
performance based
accomplishments
2.
on
Level of global(3 yrs.) accomplishment of SIP SIP 3 year Accomplishment

Report
SIP targets
SIP M & E Template
Financial
Physical
BEIS
Performance Indicators
To determine appropriate Analysis of the SIP Terminal report of schools to SIP M & E Report
information for DEDP adjustment identify information for DEDP adjustment
Report on SBM Assessment
and directions for the succeeding
NCBTS/ TNASH Report
P a g e | 43
SIP preparation
SPPD M & E Report

INSET Report/ Annual Report
3.
To determine areas for technical Analysis of the list of problems/ hindering factors DEDP Accomplishment Report
assistance to schools
encountered by schools in SIP implementation; SIP 3 year Accomplishment
List of identified best practices and Schools Report
Performance Assessment
SIP M & E Report
Achievement Results (NAT)
4. To obtain aggregated information Analysis of List of Recommendations and Adjusted SIP/ AIP
in aid of local policy formulation Sustainability Measures/ Lessons Learned/
SDQMT Report
Hindering Factors
Progress M & E Report
REGIONAL LEVEL
1. To check on the process of the Process check of Divisions utilization of SIP Process Audit checklist
division in appraising terminal
terminal reports
reports of schools
2. To obtain aggregated information Consolidation of:
DQMT reports
for policy review/
Facilitating Factors
formulation/localization/ standard
Hindering Factors
setting
Sustainability Measures
Recommendations
D.2
SIP End-of-Cycle Report
Introduction
A. SIP Accomplishments
a. Level of accomplishment of SIP targets
b. Trend Analysis of School Performance Indicators
c. Trend Analysis of Learners Achievement Performance
B. SBM Implementation
a. Current level of SBM practice
b. SBM indicators needing technical assistance
C. Input for Next SIP
a. List of delivered and undelivered outputs and reasons for backlogs
b. Lists of outputs to be carried to the next SIP
D. Lessons learned
a. Summary of Facilitating Factors
b. Summary of Hindering Factors
c. Summary of Sustainability Strategies Applied
E. Recommendations for Continuous Improvement of the School
P a g e | 44
D.3
RESULTS MONITORING TOOL SCHOOL LEVEL

This tool is designed to assess a complete cycle of SIP implementation in a school in terms of its outcomes. It
will be used by the Division Quality Management Team (DQMT) during their conduct of outcome evaluation of schools.
The result of this evaluation represents the collective performance of the school in the implementation of school
processes as manifested in the implementation of school improvement plan. The items have been derived from the
indicators of the education outcomes of DepED.
The purpose for having this tool is to:
i.
identify the level of accomplishment of a school in relation to desired education outcomes;
ii.
Identify areas for improvement and for making recommendations for another cycle of plan development;
and
iii. determine technical assistance needed for schools to improve continuously.
The assessment results can be converted into quick quantitative ratings by getting sub-total and over-all percentage
scores based on number of items for each part or for overall number of items. These numerical indices more or less
provide the divisions ideas on where the schools stand along the indicators.
Percentage scores could be interpreted using the following descriptive ratings that suggest how a school
has performed after a full cycle of SIP implementation.
95-100 %
85- 95 %
65 84 %
35- 64 %
34 % and below
Scaling Up
Progressing
Moving towards Progressing
Meeting Standards
Starting
Results Monitoring Instrument

(This instrument is an evaluation tool which can be used by the Division in evaluating the results or outcomes of the school
improvement plan after one cycle of implementation. There are two parts of the tool: Learner Level Outcomes that determines
overall results at the school level for the success indicators on Access, Retention, Completion and Achievement and School Level
Outcomes that evaluates school performance in terms of school-based management, school heads performance, teachers
performance, and learning environment.
Directions:
Put a check mark (/) to indicate the appropriate response to the M&E question (Column 2) in the Response Column (3). The
Division QMT marks the YES box if there are available Means of Verification (MoVs) basically supporting a positive response.
The last two columns will be marked to determine the extent of increase according to the planning standard or performance
criteria set for items marked YES in column 3.
M&E Questions
Evaluation Area
(1)
I.
If response in Column 3 is
YES, check the extent of
increase in this column.
Response
(2)
Within the
Planning
Standard
(4a)
(3)
Exceeds
Planning
Standard
(4b)
Learner Level Outcome
1. Access
(a) Is there an increase in the gross and net

enrolment rate of the school after three
years of SIP implementation?
YES
NO
P a g e | 45
(b) Is there an increase in number of school

age learners in school after three years?
YES
c) Is there an increase in number of

3-5
years old children availing pre-school
and early childhood care development
programs?
(d) Are all learners who entered the
elementary schooling system ready?
(e)Is there an increase in apparent intake
rate in grade 1 level?
2. Retention
NO
YES
NO
NO
(f) Is there an increase in number of children

with special needs and IPs participating
in the public school system?
(a) Is the incidence of repetition in first three
grades reduced?
YES
NO
YES
NO
(b) Is there an increase in the number of

school leavers retrieved by the school
YES
NO
(c) Is the planning standard for dropout rate

attained?
YES
NO
(a) Is the school able to produce elementary

graduates who are ready for secondary
schooling?
(b) Is there a significant improvement in the
transition rate from elementary to high
school?
(c) Is the planning standard for completion
rate attained?
4. Achievement
YES
YES
(d) Is the planning standard for retention

rate attained?
3. Completion
NO
(a) Is there an increase in number of Grade

3 pupils demonstrating the basic
competencies in reading and numeracy?
(Elem)
(b) Is there an increase in number of Grade
6 pupils demonstrating the desired
competencies as evidenced by the
national achievement assessment
results?
(Elem)
(c) Is the school able to improve the
achievement of 2nd year high school
learners in math, science, English?
(Sec)
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
P a g e | 46
(d) Is there an increase in number of 4th

year high school learners/ ALS
secondary learners passing the
functional literacy test?
(Sec)
YES
NO
YES
NO
YES
NO
YES
NO
(c) Is the school able to improve the level of

SBM Practice ?
YES
NO
(a) Are competencies on General Content

and Subject specific skills properly
demonstrated by the teachers?
YES
NO
YES
NO
(a) Are competencies on school based

management properly demonstrated by
the School head?
YES
NO
(b) Are competencies on instructional

supervision properly demonstrated by
the School head?
YES
NO
School Level Outcomes:

1. Improved school (a) Is there an increase in satisfaction of
performance in
school stakeholders in the quality of
school
instructions in the school?
based
(b) Is there an increase in the participation
management
and contribution of stakeholders in the
implementation of school-based
management?
(c) Is the school able to attain/accomplish
SIP targets?
2. Improved
teachers
performance in
managing the
teaching and
learning
process
3. Improved school
heads
performance in
school based
management and
instructional
supervision
4.
Improved
learning
environment
(b) Are desired competencies based on the

NCBTS met by teachers?
(a) Is the teacher to learners' ratio of 1:45

attained by the school?
YES
NO
(b) Is an adequate learner to textbook ratio

YES
NO
(c) Is teacher to teacher manual ratio of 1:1

YES
NO
(d) Do teachers and learners have access to

school equipment, science laboratories
and other facilities?
(e) Is the school able to comply with
Standards of a Child Friendly School?
YES
NO
YES
NO
Use the SCORING TEMPLATE to summarize the results.
P a g e | 47
Scoring Summary Template:

Category of YES Responses
(3)
M&E Area
No. of Items
(1)
(2)
Number of YES Responses with

Accomplishment Within the
Planning Standard/Criteria
(3a)
Number of YESResponses
with Accomplishment that
Exceeds Planning
Standard/Criteria
(3b)
Part I: Learner Level

1. Access
2. Retention
3. Completion
4. Achievement
Number of items for Part I
15
Sub-total:
% Score:
Sub-total:
% Score:
Part II: School Level Outcomes

1. Improved school performance in
school based management
3. Improved teachers performance in
managing the teaching and learning
process
4
2
3. Improved school heads performance

in school based management and
instructional supervision
4. Improved learning Environment
Number of items for Part II
TOTAL Number of items
13
Sub-total:
Sub-total:
% Score:
% Score:
Overall Score:
Overall Score:
% Score:
% Score:
Descriptive Rating :
_________________
Descriptive
Rating
_________________
28
P a g e | 48
D.4
RESULTS MONITORING TOOL DIVISION LEVEL

This tool is designed to assess a complete cycle of DEDP implementation of a division in terms of its
contribution to BESMEF outcomes. It will be used by the Region Quality Management Team (RQMT) during their
conduct of outcome evaluation of divisions. The items have been derived from the indicators of the education outcomes
of DepED.
The purpose for having this tool is to:
iv.
v.
vi.
identify the level of accomplishment of a division in relation to desired education outcomes;

Identify areas for improvement and for making recommendations for another cycle of plan development;
and
determine technical assistance needed for continuous improvement of divisions/districts.
The assessment results can be converted into quick quantitative ratings by getting sub-total and over-all percentage
scores based on number of items for each part or for overall number of items. These numerical indices more or less
provide the region ideas on where the divisions stand along the indicators.
Percentage scores could be interpreted using the following descriptive ratings that suggest how a division has
performed after a full cycle of DEDP implementation.
95-100 %
85- 95 %
65 84 %
35- 64 %
34 % and below
Starting
Scaling Up
Progressing
Moving towards Progressing
Meeting Standards
Results Monitoring Instrument Division Level

(This instrument is an evaluation tool which can be used by the Region in evaluating the results or outcomes of the
division development plan after one cycle of implementation. There are two parts of the tool: Aggregated Learner
Level Outcomes that determines overall results at the division level for the success indicators on Access, Retention,
Completion and Achievement and Division/District Level Outcomes that evaluates division performance in terms of
improved competencies of the DO staff in providing technical assistance to schools and its management of managerial
and technical service systems.
Directions:
Put a check mark (/) to indicate the appropriate response to the M&E question (Column 2) under the Response Column
(3). The Regional QMT marks the YES box if there are Means of Verification (MoVs) basically supporting a positive
response. The last two columns will be marked to determine the extent of increase according to the planning standard
or performance criteria set for items marked YES in column 3.
Evaluation
Area
(1)
II.
M&E Questions
Response
(2)
(3)
If response in Column
3 is YES, check the
extent of increase in
this column.
Within the
Planning
Standard
(4a)
Exceeds
Planning
Standard
(4b)
Division Learner Level Outcomes
1. Access
(a) Is there an increase in gross enrolment rate in

the division?
YES
NO
(b) Is there an improvement in the net enrollment

rate in the division?
YES
NO
(c) Is there reduced disparity in the participation

rate between highly urbanized and rural
districts?
YES
NO
P a g e | 49
2. Retention
3.
Completion
c) Is there an increase in number of 3-5 yearold children availing pre-school and early
childhood care development programs?
(d) Are all learners who entered the elementary
schooling system ready?
YES
NO
YES
NO
(e)Is there an increase in apparent intake rate in

grade 1 level?
YES
NO
(f) Is there an increase in number of children with

special needs and IPs participating in the public
school system?
(a) Is the incidence of repetition in first three grades
reduced?
YES
NO
YES
NO
(b) Is there an increase in the number of school

leavers retrieved by the school
YES
NO
(c) Is the planning standard for dropout rate

attained?
YES
NO
(d) Is the planning standard for retention rate

attained?
YES
NO
(d) Is the division able to produce elementary

graduates who are ready for secondary
schooling?
(e) Is there a significant improvement in the
transition rate from elementary to high school
in the division?
YES
NO
YES
NO
(c) Is the planning standard for completion rate

attained?
YES
NO
YES
NO
YES
NO
YES
NO
4.
(a) Is there an increase in number of Grade 3
Achievement
pupils demonstrating the basic competencies in
reading and numeracy?
(e) Is there an increase in number of Grade 6
pupils demonstrating the desired competencies
as evidenced by the national achievement
assessment results?
(f) Is the school able to improve the achievement
of 2nd year high school learners in math,
science, English?
(d) Is there an increase in number of 4th year high
school learners/ ALS secondary learners
passing the functional literacy test?
5. Universal
(a)Is there an increase in number of Out-of-School
coverage of
Youths and adults participating (enrolled) in the
Out of School
basic literacy program, accreditation and
Youth and
equivalency program and ALS programs?
adults in the
(d)
Is there an increase in number of IPs
provision of
and Muslims participating in the basic literacy
basic learning
program, accreditation and equivalency
needs
program and ALS programs?
YES
NO
YES
NO
YES
NO
P a g e | 50
Division/District Level Outcomes:

1. Improved
Do the Division and District staff
demonstrate competencies on
competencies
of DepED
(a)educational planning,
Division and
(b)curriculum management,
District staff in
providing
technical and
management (e) instructional consultancy,
support to
schools,
(f) training and development
community
learning
centers,
school heads, (e) monitoring and evaluation
teachers and
facilitators
(a) Is there a continuous
improvement in the
management and technical
assistance processes of the
Division?
3. Management
and technical
assistance
systems are in
place and
operational
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
Use the SCORING TEMPLATE to summarize the results.

Scoring Summary Template:
Direction: Kindly indicate the number of YES responses on column 3 with Accomplishment Within
the Planning Standards/Criteria and get the sub-total and the percentage of the score. Do
the same process with the number of Yes responses on column 4 with Accomplishment
that exceeds the Planning Standards/Criteria.
M&E Area
(1)
No. of
Items
(2)
Category of YES Responses

(3)
Number of YES Responses
with Accomplishment Within the
Planning Standard/Criteria
(3a)
Number of YES Responses

with Accomplishment that
Exceeds Planning
Standard/Criteria
(3b)
Part I: Division/District Learner Level Outcomes

1. Access
2. Retention
3. Completion
4. Achievement
5. Universal coverage of Out of School

Youth and adults
Number of items for Part I
20
Sub-total:
% Score:
Sub-total:
% Score:
P a g e | 51
Part II: Division/ District Level

Outcomes
1. Improved competencies of DepED
Division and District staff in providing
technical and management support to
schools, community learning centers,
school heads, teachers and facilitators
2. Is there a continuous improvement in
the management and technical
assistance processes of the Division?
Number of items for Part II
TOTAL Number of items
1
6
Sub-total:
Sub-total:
% Score:
% Score:
Overall Score:
Overall Score:
26
% Score:
Descriptive
Rating : _____________
% Score:
Descriptive
Rating : _____________
REPORT TEMPLATES
E.1
SCHOOL QMT M&E Report Template
Introduction
(Monthly)
A. On SIP/AIP Implementation
1. Physical Outputs
2. Financial Report
3. Balance and gaps
B. Other school projects (if applicable)
1. Training & Development
2. Learning Resources
3. Others ( SOBE, etc)
C. Qualitative Information
a. Issues and Concerns
b. Sustainability Measures Applied
c. Lessons Learned
d. Recommendations
(Quarterly )
A. Cumulative SIP Accomplishments for the Quarter
B. Learners Performance Indicators
1. Enrolment
2. Drop-out during the quarter
3. Failures during the quarter
(Annual)
1. Performance indicators
2. SBM Level of Practice
P a g e | 52
E.2
SUB-DIVISION QMT M&E Report Template
Introduction
Part I: (Quarterly)
A. On SIP Implementation-Consolidation of Level of Accomplishment of Schools in the District/ Zonal Area by
priority area
1. Physical Outputs
2. Financial Status
B. Status of Accomplishments on Special Projects of Schools in the area (if not included in SIP)
3. Others
1. Consolidation of Issues & Concerns of Schools and their Resolutions
2. Consolidation of Sustainability Measures Applied by Schools
3. Consolidation of Lessons Learned by Schools
Part II:
Consolidated Learners Performance for the Quarter
Part III:
A. Recommended areas needing attention and possible solutions applied by the district.
B. Recommended areas needing technical assistance from the division.
E.3
DIVISION QMT M&E Report Template
Introduction
Part I: (Quarterly)
A. On SIP Implementation
Consolidation of SIP/AIP implementation of districts in the division
B. Status of Accomplishments on Special Projects in the Division
3. Others
1. Issues & Concerns of Districts
2. Consolidation of Sustainability Measures Applied by the Districts
3. Consolidation of Lessons Learned in the Division
Part II:
A.
B.
C.
(Annual)
SBM Level of Practice Profile in the Division ( End of Year)
Consolidation of Learners Outcome Indicators
Consolidation of Summary of School Outcome Indicators
Part III: (Quarterly & Annual)

A. Recommendations for Technical Assistance to Schools/District
B. Recommendations for policy
P a g e | 53

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Pilot Implementation Report on the

Strengthening the Implementation of Basic

Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

SCOPE OF PILOT TESTING

APPROACH & METHODOLOGY

QAA-M&E PILOT IMPLEMENTATION STRIVE STAGE 2

Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

A. Implementing Units of Pilots Sites

C. System Implementation Tools

D. Results M&E Tools

QAA-M&E PILOT IMPLEMENTATION STRIVE STAGE 2

Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

Basic Education Information System

Basic Education Sub-Sector Monitoring and Evaluation Framework

Basic Education Sector Reform Agenda

Bohol and Tagbilaran Divisions

Community Learning Centre

Department of Education (Philippines)

Division Quality Management Team

Enhanced Basic Education Information System

Education for All

Education Management Information System

Information and Communications Technology

In Service Education and Training

Learning Resource Management and Development System

Monitoring and Evaluation

National Achievement Test

Policy Planning Research and Development

Quality Assurance and Accountability System

Quality Assurance and Accountability Division

Quality Management Team

Regional Executive Committee

Sub-Division Quality Management Team

School Quality Management Team

Technical Assistance / Assistant

Unified Information System (of STRIVE)

QAA-M&E PILOT IMPLEMENTATION STRIVE STAGE 2

Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

SCOPE OF PILOT TESTING

REPORT ON THE QAA-M&E PILOT IMPLEMENTATION STRIVE STAGE 2

Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

Table 1: Target M&E Processes for Pilot Test

QAA M&E Process

Monthly Progress M&E of

Efficiency of SIP Implementation

SIP Terminal Review

Effectiveness of SIP implementation;

SBM Assessment of Level

Effectiveness of SBM Assessment

Quarterly Progress M&E

Relevance of M&E information to

SIP Outcome Evaluation

Relevance of M&E information to

3. Process Review of SelfAssessment

SBM Assessment Results

Efficiency & relevance of SBM

3.2 Geographical Focus

Figure 1: Distribution of Target Schools by Pilot Division and Level

REPORT ON THE QAA-M&E PILOT IMPLEMENTATION STRIVE STAGE 2

Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

APPROACH & METHODOLOGY

1. Establishment and orientation of the Quality Management Teams at the

Region, Division May 2009