DAVAO REGION AS SME PILOT PROJECT

AREAPublic Private Total

COMVAL 59 17 76Davao City 70 78 148Digos City 3 3 6Davao del Sur 42 28 70Davao del Norte 33 14 47Davao Oriental 55 14 69IGCOS 10 5 15Panabo 10 11 21Tagum City 7 12 19

TOTAL 289 182 471

COMVAL

DAVA

O OR

IENTA

L

DAVAO DEL NORTE

DAVAO CITY

DAVAO DEL SUR

ByEnP Manny Javier

Project Leader & Manager

SMEPROJECT BRIEF

SCHOOL MAPPING EXERCISE

WHAT IS SCHOOL MAPPING?

• Conducting a survey• Locating survey findings on a map

Elaborate action agenda

SCHOOL

MP

APPING

ROJECTad

dres

ses

MACRO-PROBLEMSAbsorptive capacity of

schools and clusters of schools

MICRO-PROBLEMSAcademic and non-academic

needsTeacher trainingTextbooksLesson guidesetc

SCHOOL PROFILING

STRATEGIC PLANNING

TARGETED INTERVENTIONS

THREE IMPORTANT STEPS IN THE OVERALL STRATEGY FOR IMPROVING SCHOOLS

LOCAL COMMUNITY

STUDENTS

SCHOOL ADMINISTRA

TORS

OTHERS

PRIVATE EDUCATION

STAKEHOLDERS

PARENTS

TEACHERS

DEPED OFFICIALS

DATA-DRIVEN PLANNING

INFORMATION-BASED DECISION MAKING

TRANSPARENCY

ACCOUNTABILITY

COLLABORATION

PRINCIPLES:

PURPOSE OF THE PROJECT

Plot the exact location and distribution of all schools in the country.

Determine schools’ catchment areas.

Documenting, Monitoring and Analyzing educational Change

• Wherein the bulk of students go to a school …sought-after location of parents

• Factors: transport link, school performance, affordability, benefit (climate/culture -good neighborhood)

• Can change over time

CATCHMENT AREA

CATCHMENT AREA

A green dot: the school

Red dots: census areas (about 100 households) where pupils who joined the school in September 2007 came from (2008 data will be available in early 2009)

Purple dots: census areas where pupils who joined the school in 2005 and 2006 came from

The catchment area map explained

London state school

Where are the schools located? Where are new schools needed? Where can elementary graduates go to enroll in high school? Where are school facilities available (adequate and

inadequate)? Where are the best travel routes for transporting students to

schools? Where are the areas with high population growth rates? What and where the barriers are located? What are the parents’ aspirations towards their children's

future? What are the physical, socio-economic and environmental

conditions of the catchment area (barangay)? Are the community members willing to support the

establishment of new school? Where should financial support like GASTPE or education

infrastructure support be provided?

PROBLEMS/ ISSUES SME ADDRESSES:

To display the pertinent data of educational facilities, the status of school conditions (physical condition of school), and the constraints within the areas served, that exist today.

To measure fulfillment of planning standards for accessibility, student/teacher ratio, student/classroom ratio, student/school area/site ratio, student/schoolbook ratio; physical condition of building and plot.

OBJECTIVE OF GIS-BASED SCHOOL MAPPING EXERCISE

OBJECTIVES

1. To organize a national Private Education School

Mapping Project Taskforce capable and responsible for the development of the private educational institutions’ school maps.

2. To conduct School Mapping with GIS technology Orientation and Training Workshops for local/regional private school superintendents and administrators and for local technical working groups.

OBJECTIVES

3. To undertake a piloting of the GIS-based School Mapping Exercise project which covers all the private educational institutions of all levels and types (elementary, secondary, tertiary and voc-tech) in purposive chosen school divisions in a selected pilot region resulting in integrating public and private educational databases and GIS maps.

4. To develop the SME operational and training manual which will serve the nation-wide expansion of this SB-SME project?

MET

HODO

LOGI

CAL

STAG

ES

PREPARATION OF THE DETAILED LOCAL SCHOOL MAPDI

AGN

OSI

SPR

OJE

CTIO

NPR

OPO

SALS

PRESENT DEMAND EXISTING SUPPLY— Enrollment— Enrolment Rate—Student Flow—Geographic distribution of demand

— Building & equipment— Staff (teachers & non-teaching)— Curriculum— Costs & financiing—Geographic distribution of Supply

FUTURE DEMAND FUTURE REQUIREMENTS— Projections of school-age population— Projections of school system intake— Enrolment projection

— Premises & equipment— Staff requirements— Future curriculum— Costs & financing

BALANCE OF FUTURE SUPPLY AND DEMAND

MODIFICATIONS TO THE SCHOOL NETWORKDIFFERENT SOLUTIONS ACCORDING TO THE LEVELS

AND TYPES OF EDUCATION AND TO AREAS

FORMS & STANDAR

DS

PRESENT IMBALANCES

 The school site should be accessible to the population it serves. The minimum distance for a pupil or student to walk from residence to school site is three (3) kilometers, while the maximum time from residence to school aboard public conveyance is thirty (30) minutes.

  It should be located beyond 200 meters of places

of ill-repute, recreational establishments of questionable character, manufacturing and industrial plants or military barracks.

  The ground area occupied by the school

buildings and other structures should not exceed 40% of the school site in order to provide adequate open spaces for assembly and co-curricular activities, as well as to conform with the national and local regulations and standards pertaining to setbacks and distances between buildings.

SOME PLANNING STANDARDS TO CONSIDER:

SME is a demand-driven approach for educational planning as well as the tool for decision-making of school development in a rational and efficient manner.

CAPACITY BUILDING OF SCHOOLS,

REGIONAL/DIVISION OFFICES, AND LOCAL GOVERNMENT UNITS

GEOGRAPHIC INFORMATION

SYSTEM-BASED SCHOOL PROFILING

SYSTEM

DATABASE PLANNING

The components of SME

SCHOOL-BASED DATA COLLECTIONo Enrolments, class sizeo Academic performanceo Teacher and personnel detailso Budget and financeo Textbook and teaching aidso Office equipmentso School development plan

SCHOOL MAPPING EXERCISE

DATA GATHERING / FIELD WORK IN

COLLABORATION WITH SCHOOLS AND SCHOOL

DIVISION OFFICE

ENCODING OF GEOGRAPHIC

COORDINATES USING GLOBAL POSITIONING SYSTEM (GPS) DEVICE

GEOGRAPHIC INFORMATION SYSTEM (GIS)

EVALUATION AND ANALYSIS

OF DATA

DECISION MAKING

SCHOOL IMPROVEMENT

IMPROVED STUDENT

PERFORMANCE AND OUTCOMES

TEAM MEMBERSPECIALIST

Capability Building,

Orientation and Training,

Surveyors Coach

TEAM MEMBERSPECIALIST

Basic Private

Education Database

Development

RELEVANT EXPERTS

GIS Experts

NAMRIA Experts

HLURB C/MPDO Experts

TEAM LEADER

Overall project

implementation

management

PRIVATE EDUCATION STAKEHOLDERS

DepEdOffice of Planning Services – School

Mapping Unit:

·National

·Regional

·Division

ESC/EVS Participating

Private Schools and non-ESC participating

private schools, colleges and

universities in a region

PROJECT ORGANIZATIONPEAC-FAPE

SECRETARIATDEPED SMU

FAPE DB-IT GROUP

CAPABILITY BUILDING

MANAGEMENT

GIS-GEODATABASE MANAGEMENT

GDB FIELD STAFF TEAMS

GPS-GIS SURVEYORS

GIS-GPS EXPERTS

REGIONAL DEPED SMU

Cluster Area 1

Cluster Area 2

Cluster Area 5

Cluster Area 3

Cluster Area 4

S

SS S

S

CLUSTER OF SCHOOLS

S

SS S

S

CLUSTER OF SCHOOLS

S

SS S

S

CLUSTER OF SCHOOLS

S

SS S

S

CLUSTER OF SCHOOLS

S

SS S

S

CLUSTER OF SCHOOLS

SME PROJECT MANAGEMENT

TEAM

PILOT PROJECT OFFICE

Expected Benefits/Impacts on Education/Private Education.

• The consolidated attributes and spatial-visual (maps) database of private education from school level to district/division level to regional and national level will serve as solid information for decision-making policy formation, planning, budgeting and financing educational reform efforts in the private sector under the private-public partnership schemes.

Expected Benefits/Impacts on Education/Private Education.

• The eventual consolidated educational/school maps would be a forward-looking and dynamic vision of what the educational services with their premises, teachers, technologies and equipment of the private sector can contribute to the implementation national educational development goals.

Expected Benefits/Impacts on Education/Private Education.

• PEAC-FAPE Secretariat in collaboration with COCOPEA and other private sector stakeholders can draw up a strategic master plan for priority educational development investment and financing support.

• Individual private school development and improvement plans can be aligned with that strategic master plan as well as can avail of funding assistance from government.

PROJECT DELIVERABLESSetting up the GIS-based School Mapping System

for private educational institutions complementing DepEd’s GIS-based School Mapping System.

Private Education GIS-based School Mapping Operation and Training Manual, including the framework, guidelines, procedures and techniques for SME and the basic training SM modules.

GIS maps linked to Private Education (all levels and types) database for Davao Area: GIS School Maps and Databases

PROJECT DELIVERABLES

Initial policy research agenda related to educational/school mapping.

Final Project Report on the Piloting of GIS-based School Mapping Exercise with focused on the SME process documentation.

Initial List of Priority School Building and Facilities Improvement Program ({PSBFIP) based on the integrated information on the school improvement plans of the ESC/EVS participating private schools in the Davao Area (to serve as Model PSBFIP).

Overall and Most Important Output

SME aims to produce a powerful computerized decision support system that integrates digital maps and databases of private secondary schools initially in the pilot region (Davao Region) and eventually throughout the Philippines.

NEAR FUTURE ACTI VITIES

the decision-support maps, for instance, display the results of the prioritization schemes for new school development and classroom improvement.

School mapping is a set of techniques and procedures used to make planning and deciding for future school development at the local level more rational and effective.

Partnerships: school - community