Home
Projects Project Information Documents
| TA Name | PHI: Computer Access Mentorship Program | |||
| Country | Philippines | |||
| Project Number | 43195- 01 | |||
| Fund Source/Amount[Proposed] |
|
|||
| Thematic Classification |
Social Development Capacity Development |
|||
| Linkage to Country/Regional Strategy |
The Philippine Medium Term Development Plan (MTDP), 2004-2010, gives high priority to achieving universal basic education, a major goal of both the National Education for All (EFA) 2015 Plan and the Millennium Development Goals (MDGs). However, despite good progress in the 1990s and a continuing high level of commitment, it appears that the Government will have difficulty in meeting the MDG target of universal access to basic education by 2015. School enrolment rates are in decline, as are completion rates for elementary and secondary schooling. Dropout rates are also increasing at a worrying rate, particularly among boys. High levels of poverty, combined with rapid population growth, have contributed to this situation. The World Bank estimates that enrollments in public elementary schools increased by almost 0.5 million per year for the years 2005-2008, and by almost 0.24 million per year in secondary schools for the same period. They are predicted to continue to do so at an annual rate of 4% and 4.6% respectively until 2015. The significant increases in national education budget allocations in recent years have failed to stem these unfortunate trends.
The latest Country Strategy and Program (CSP) for the Philippines promotes synergies between the public and private sectors, both because private sector operations can have a catalytic effect upon the public sector, and because the pressure on public resources is reduced. Education, while not a feature of the CSP, is expected to play a more significant role in the future (Country Operations Business Plan 2009-2010). The proposed project is a good example of a public-private partnership, in which private resources and talents are harnessed by two civil society organizations (CSOs) in a concerted effort to support the public education system and improve the quality of teaching and learning. |
|||
| Impact | The expected impact is improved learning outcomes, especially in reading, among students covered by the project sites. | |||
| Outcome | The expected outcome is a replicable and sustainable ICT-based system for in-service teacher reading training for elementary teachers that effectively enhances their skills to teach reading , and promotes student-centered learning and teaching by mid 2012. | |||
| Outputs and Timeframe |
The expected outputs are:
1. Increased access to on-line in-service training in the teaching of reading for elementary teachers. The TA will expand access to on-line in-service training by establishing a nation-wide network of 60 training facilities through which elementary teachers will be able to complete an on-line training course on the teaching of reading. The TA will provide 150 computers for 60 CAMP sites. As the sites selected are near to elementary schools, all teachers will have easy access. Schedules for use of the computers will be established to optimize the number of teachers undertaking the on-line training. 2. Training modules and materials developed for on-line strengthening of teaching skills and teacher competences in reading. The TA will develop an on-line, modularized program consisting of animated and interactive training modules and materials, based on the successful SAS teaching of reading curriculum for elementary teachers. Each module will finish with self evaluation questions. 3.Teacher competencies in using a student-centered approach to the teaching of reading are improved. The combination of a new on-line teaching reading curriculum, increased access to computers, and a managed training schedule is expected to enable 14,000 elementary teachers to complete in-service reading training on-line. Successful completion will be measured through a final assessment that will be taken on-line. Certificates will be awarded to those who pass. 4. Monitoring and evaluation system established. A comprehensive monitoring and evaluation system will be developed to track the progress of the teachers as they complete the program and record the completion rate. Systematic monitoring and evaluation will generate key lessons learned, allowing for project refinement. Following an initial assessment of needs, constraints and capacities in targeted cities subsequent site visits will also implement surveys focusing on education practices (including ICT use) in formal education, covering all evaluated schools. Formal quantitative and qualitative evaluation will culminate in a report covering the use of ICT in teacher training, SAS will also institute a strategy for automated tracking of ICT tool usage to provide information on how ICT tools are being used and where improvements are needed. Finally, school visits for training and evaluation will be used to collect examples of grassroots innovation, via video camera and other means, for compilation and dissemination to other public schools |
|||
| Geographical Location | national | |||
| Stakeholder Participation and Consultation | The project has strong support from the Department of Education (DepEd), which has shown great support for the current teacher training program and also supports the proposal to expand the reach of the program through on-line training. This will ensure that public school teachers selected for the project will participate actively. An MOA has already been signed between SAS, BSP and DepEd to ensure the successful implementation of the project. | |||
| Procurement | ||||
| Consulting Services | ADB will engage Sa Aklat Sisikat (SAS) in association with the Boy Scouts Association of the Philippines (BSP) to implement the TA through single source selection. SAS, a registered Non-Governmental Organization (NGO), has been involved in upgrading the skills of public elementary teachers in the teaching of reading. The proposed project will build 60 Computer Access Mentorship Program (CAMP) sites over a period of 3 years. | |||
| Responsible ADB Officer |
Wendy Duncan |
|||
| Responsible ADB Department |
Southeast Asia Department |
|||
| Responsible ADB Division |
Social Sectors Division, SERD |
|||
| Executing Agencies |
Asian Development Bank Wendy Duncan 6 ADB Avenue Mandaluyong City |
|||
| Timetable | ||||
| Concept Clearance | 01 Jun 2009 | |||
| Approval | 10 Dec 2009 | |||
|
© 2008 Asian Development Bank
Privacy | Terms of Use |
Top of page
|