Annex 5-A SIP Guide

S.W.O.T. ANALYSIS
1.

Using the Teams list of strengths(S) and weaknesses(W)

of the school as well as
opportunities(O) and threats(T) in the community as identified in the internal analysis and
external analysis sessions respectively, construct a SWOT grid as follows:
STRENGTHS (S)
1.
2.
3.
4.
5.

OPPORTUNITIES (O)
1.
2.
3.
4.
5

WEAKNESSES (W)
1.
2.
3.
4.
5.

A.
[S-O Strategies]

B.
[W-O Strategies]

C.
[S-T Strategies]

D.
[W-T Strategies]

THREATS (T)
1.
2.
3.
4.
5

2.

As shown above, the SWOT analysis generates four (4) types of strategic interventions.
Formulate these interventions by answering the following questions:

For Box A: In what ways can the school use its strengths to take
advantage of the opportunities, and thereby achieve its objectives and
targets?
For Box B: In what ways can the school overcome its weaknesses to take
advantage of the opportunities?
For Box C: In what ways can the school use its strengths to counteract the
threats?
For Box D: In what ways can the school overcome its weaknesses to
counteract the threats?

NOTE: While the SWOT analysis is intended as a tool for strategy formulation, the participants
may also include programs or projects and activities as interventions. These should be noted
down and included in the list. Encourage the group to come up with as many
interventions as they can think of, without making any judgment yet that a
particular intervention is a strategy, program, project or activity. The exercise of
sorting the list into these levels or categories will be done in the following session
on action planning.
Following is an EXAMPLE of SWOT ANALYSIS using the results of external and internal assessment
in earlier sessions. The tem should formulate its own grid based on the results of its assessment.

Strengths
1.
2.

3.

Opportunities

Threats

2.

3.

4.

3.

With Master Teachers

teaching Grades 1 to 3
The school has been
implementing distance
learning
The school has been
receiving directly its MOOE
and was a recipient of SBM
grant last year.

1.Lack of teachers (TPR is

1:60)
2. Only 40% of teachers are
competent based on NCBTS
3. Lack of textbooks (TXPR is
1:3)

Opportunity-Strength (OS)
Strategies

1. The CCT program provides

support to households to
enable them to send their
children to school
2. Increased budget of LGU for
education
3. Internet cafes as potential
venue for ICT-based
learning (to compensate for
the lack of textbooks

1.

Weaknesses

Revitalize Learning Action Cell

(LAC) sessions with Master
Teachers as lead
trainers/mentors to enhance
skills of teachers on:
How to make teachinglearning interesting to
children (this will ensure that
children, including CCT
recipients will stay and
complete education)
Use of ICT in instruction

Opportunity-Weakness (OW)
Strategies

Leverage more resources from

LGUs to help address backlogs
in basic resources

Threat-Strength (TS)
Strategies

Many households will likely

not send their children to
school or to discontinue Strengthen implementation of
education due to financial
Distance Education and other
constraints
Alternative Delivery Modes
Farm households often
(ADMs) to cater to the needs of
require the children to work
poor children, those who are
in the farm
engaged in labor and affected
Disruption of classes due to
by disaster, etc
disaster (school has been
used as evacuation center
six times in the last three
years)

List down the interventions for access, quality and governance.

INTERVENTIONS
ACCESS
1.
2.
3.
4.
5.
QUALITY
1.
2
3.
4.
5.
GOVERNANCE
1.
2.
3.
4.

5.

Threat-Weakness Strategies

Note: Strengthening
implementation of Distance
Education and other ADMs can
also serve as TW Strategy as
these will not require additional
teachers and textbooks but more
on self-learning modules.