Philippines: Computer Access Mentorship Program-a Public-Private Partnership for Enhancing Education Quality

Sovereign Project | 43195-012

Summary

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.

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Project Name Computer Access Mentorship Program-a Public-Private Partnership for Enhancing Education Quality
Project Number 43195-012
Country Philippines
Project Status Closed
Project Type / Modality of Assistance Technical Assistance
Source of Funding / Amount
Strategic Agendas Inclusive economic growth
Drivers of Change Governance and capacity development
Sector / Subsector Education - Pre-primary and primary
Gender Equity and Mainstreaming Some gender elements
Description
Project Rationale and 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.
Project Outcome
Description of Outcome The expected outcome is a replicable and sustainable ICT-based in-service training program that enhances elementary teacher competencies in the teaching of reading, by mid-2013.
Progress Toward Outcome All project outputs were achieved, and these were delivered without delay. Annual output targets were met. The project trained more teachers than expected and an additional CAMP site, funded by a private philanthropist, was also established. DepED has agreed to inclusion of a link to the CAMP website on its online portal and official website.
Implementation Progress
Description of Project Outputs

The expected outputs are as follows:

1. Increased Access to Online Training Opportunities in Reading for Elementary Teachers - The TA will expand access to online in-service training by establishing a nationwide network of 50 training facilities through which elementary teachers will be able to complete an online training course on the teaching of reading. The TA will provide 150 computers for 50 CAMP sites. As the sites selected are near 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 online training.

2. Training Modules and Materials Developed for Online Strengthening of Teaching Skills in Reading - The TA will develop an online, 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. Improved Knowledge among Teachers of Student-Centered Approaches to the Teaching of Reading - The combination of a new online teaching reading curriculum, increased access to computers, and a managed training schedule is expected to enable 12,000 elementary teachers to complete in-service reading training online. The program emphasizes student-centered teaching as the most effective approach for the teaching of reading. It is expected that knowledge of student-centered approaches among teachers will increase by 75%. Successful completion of the overall program will be measured through a final assessment that will be taken online. 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 to generate key lessons learned will be carried out by SAS. They 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.

Status of Implementation Progress (Outputs, Activities, and Issues)

1. A key feature of CAMP is a partnership between two civil society organizations (CSOs)--Sa Aklat Sisikat (SAS) and the Boy Scouts of the Philippines (BSP). CAMP combines a face-to-face teacher training program that SAS has operated since 2001 with a newly developed ICT-based training platform. CAMP was launched on 21 March 2012. Teachers are able to access CAMP training online whether at a home computer, at an internet caf or at one of the 25 BSP operated official CAMP sites in Manila, Northern Luzon, Visayas and Mindanao. The complete listing of the CAMP sites can be found online at www.sasonline.com.ph. The project is generating growing interest from the public sector. In addition, one unofficial CAMP site has been developed in Calauan, Laguna with funding from a private individual.

2. "Reading for Meaning" animated and interactive training modules have been developed and loaded to the host server. Course content and materials have been approved by DepEd.

3. Developed online software, procured computers for training and established CAMP sites in Luzon. The program has trained more than 8,000 public school teachers nationwide .

4. Baseline survey on the knowledge, attitudes and practices of public elementary school teachers in NCR was completed in August 2011. A post implementation survey was conducted and key findings of the post-implementation survey included: (i) Teachers who participated in CAMP were predominantly female and aged 30-39; (ii) Most teachers accessed CAMP from home; (iii) Overall satisfaction with CAMP/CAMP program content was very high; (iv) Some teachers had difficulty accessing videos on CAMP, usually due to slow internet connections; (v) Teachers found the program relevant and useful; and (vi) Teachers observed changes in students' reading habits/attitudes to reading.

Geographical Location national
Summary of Environmental and Social Aspects
Environmental Aspects
Involuntary Resettlement
Indigenous Peoples
Stakeholder Communication, Participation, and Consultation
During Project Design The project has strong support from 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.
During Project Implementation
Business Opportunities
Consulting Services Sa Aklat Sisikat (SAS)Foundation in coordination with the Boy Scouts Association of the Philippines (BSP) will implement the TA through a partnership agreement with ADB. SAS, a registered nongovernment organization, has been involved in upgrading the skills of public elementary teachers in the teaching of reading since 1999. SAS will build 50 Computer Access Mentorship Program (CAMP) sites over a period of 3 years.
Responsible ADB Officer Norman LaRocque
Responsible ADB Department Southeast Asia Department
Responsible ADB Division Human and Social Development Division, SERD
Executing Agencies
Asian Development BankWendy Duncanwduncan@adb.org6 ADB Avenue Mandaluyong City
Timetable
Concept Clearance 01 Jun 2009
Fact Finding 11 Mar 2009 to 25 Mar 2009
MRM -
Approval 12 Apr 2010
Last Review Mission -
PDS Creation Date 03 Jun 2009
Last PDS Update 30 Sep 2013

TA 7513-PHI

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
12 Apr 2010 11 Aug 2010 11 Aug 2010 30 Apr 2013 - -
Financing Plan/TA Utilization Cumulative Disbursements
ADB Cofinancing Counterpart Total Date Amount
Gov Beneficiaries Project Sponsor Others
0.00 0.00 0.00 0.00 0.00 132,000.00 132,000.00 12 Apr 2010 500,000.00

Safeguard Documents

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Evaluation Documents

See also: Independent Evaluation

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  • 27 Dec 2011 | Project Result / Case Study

    Teachers in the Philippines Improve their Skills Online

    Three students are asked what they want to be when they grow up. The first one answered, "I want to be a doctor to help the sick." "I want to be a scientist to discover new things," said the second child. Then the third child answered, "I want to be a teacher to help kids become what they want to be." With this television advertisement campaign, the Philippines celebrated World Teachers Day last October to demonstrate appreciation of teachers. In reality, however, teachers, especially those working in public schools, need more help to feel they are valued.