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Project Proposal:

PROJECT PROPOSAL

I. Title: Project “HOME-MADE” Holding Opportunities for MothErs to Manage

their children’s Development thru Home-Base Learning

II. Proponent: ANNALIE D. CELADIÑA

III. Rationale:

The proposed project is in lined with the general principles of Presidential

Decree No.603 known as The Child and Youth Welfare Code, RA 9155 or the
Governance of Basic Education Act 2001 and RA 10354 known as The
Responsible Parenthood and Reproductive Health Act of 2012, Section 2 from its
implementing Rules and Regulations. The region-initiated Strengthening Parental
Engagement in Education (SPEEd) Program and shall be adopted and
implemented in all public elementary and secondary schools effective School
Year 2022-2023.
Project “Home-Made” aims to enhance the capacity of non-working
mothers to effectively involve in home learning through Training Needs
Assessment, support programs, delivery, evaluation, continuous improvement and
sharing of results and best practices. The desired outcome is to provide non-
working mothers with the necessary skills and resources to support their
children’s education at home that leads to better learning outcomes for children
and promoting equitable access to education.

IV. Objectives:

Conduct a needs assessment:

a. Conduct a survey to identify the specific skills and resources that
parents need to effectively support their children's learning at home.
b. Analyze survey results to identify the most pressing needs and barriers
to involvement.
Develop training and support programs:
a. Develop a series of workshops, webinars, and other training sessions
to help parents acquire the necessary skills and resources for effective
involvement in home learning.
b. Develop and distribute instructional materials and online tools to
support home learning.
c. Consider partnering with community organizations to provide
additional resources and support.
Promote and market the training and support programs:
a. Develop a marketing and outreach plan to promote the training and
support programs to non-working mothers
b. Utilize multiple communication channels, such as social media, email,
and school newsletters, to reach parents.
c. Leverage existing networks and partnerships to reach more parents.
Deliver the training and support programs:
a. Schedule and deliver the training and support programs, using a
variety of formats and delivery methods to accommodate different
learning styles and schedules.
b. Collect feedback from participants throughout the program to make
adjustments as needed.
c. Provide ongoing support to participants through follow-up
communication and additional resources.

Evaluate the effectiveness of the training and support programs:

a. Conduct pre- and post-program surveys to measure changes in parental
knowledge, attitudes, and behavior related to home learning.
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b. Conduct focus group discussions with participants to gather more
detailed feedback on the usefulness and effectiveness of the training
and support programs.
c. Analyze evaluation data to identify areas of success and areas for
improvement.
Continuously improve and iterate the training and support programs:
a. Use the evaluation data to make improvements to the training and
support programs.
b. Continuously evaluate and refine the programs based on feedback
from participants and changes in the home learning landscape.
Share the results and best practices:
a. Share the results of the evaluation with key stakeholders, such as
school administrators and policymakers, to advocate for the
importance of parental involvement in home learning.
b. Share best practices and lessons learned with other schools and
organizations to promote effective parental involvement in home
learning on a broader scale.
V. Source of Fund:
 MOOE & Donations from stakeholders
VI. Monitoring and Evaluation:
 Accomplishment report with documentation
 Monitoring of the activity by School Heads

Prepared by:

ANNALIE D. CELADINA

Noted:

____________________________
Principal I

_____________________________
Public Schools District Supervisor

Recommending Approval:

_______________________
Division Coordinator

Approved:

_______________________________________
Schools Division Superintendent
ACTION STEPS

Identify significant Milestones targets that could be achieved by the end of six (6)
months and thereafter. Milestones are (a) significant changes achieved; and/or, (b) major
steps taken towards achieving the desired improvement in your district/division.

Action Steps
Target Type of Support/
(Predictive and Target Date Expected Output
Milestone Source of Support
Influenceable)
Milestone Meeting with the PSDS August 19, Approved Project Technical Assistance
1 2023 Proposal from PSDS
Milestone Conduct a survey to August 23, Can gather valuable Commitment from the
2 identify the specific skills 2023 data on the specific District
and resources that parents needs of parents, such Committee/Coordinators
need to effectively support as the types of and District coordinator
their children's learning at resources they need
home. and the areas where
they feel they need
more support.

Milestone Develop a series of August 30, Can help parents feel Commitment from the
3 workshops, webinars, and 2023 more confident and District
other training sessions to equipped to support Committee/Coordinators
help parents acquire the their children's
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necessary skills and education at home. and District coordinator
resources for effective
involvement in home
learning.
Milestone Utilize multiple September This can lead to Commitment from the
4 communication channels, 10-Octoberincreased participation District
such as social media, 11, 2023 in training and support Committee/Coordinators
email, and school programs, which can and District coordinator
newsletters, to reach improve parental
parents. capacity and
involvement in home
learning.
Milestone Schedule and deliver the October 18, the expected output of Commitment from the
5 training and support 2023 these strategies is District
programs, using a variety greater parental Committee/Coordinators
of formats and delivery participation and and District coordinator
methods to accommodate improved
different learning styles and effectiveness of
schedules. training and support
programs for home
learning.

Milestone Share the results of the October 25, Help to raise Commitment from the
6 evaluation with key 2022 awareness among District
stakeholders, such as key stakeholders of Committee/Coordinators
school administrators and the benefits of and District coordinator
policymakers, to advocate parental involvement
for the importance of in home learning,
parental involvement in leading to increased
home learning. support and
recognition of the
role of parents in
education.

RISK MANAGEMENT PLAN

Risk Possible Measures and Interventions to Address the

Risk/s
1. Conflict of Schedule Consultation with concerned parties.
2. Unavailable Materials for Coordinate with the School Head of use school funds in the
Assessment production of assessment tools
3. Absences and/or Refusal to Seek parental support
undergo assessment

Prepared by: Reviewed by:

ANNALIE D. CELADIÑA School Head

Proponent

Noted:

________________________
Public Schools District Supervisor

Recommending Approval:

___________________________________
Asst. Schools Division Superintendent

Approved:

_____________________________
Schools Division Superintendent
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Conclusions

1. The research indicates that parents with higher levels of education are more likely to be involved in their child's

education at home, as they have greater resources and knowledge to support their child's academic

development. Conversely, parents with lower levels of education may need additional support to effectively

support their child's academic tasks and may require additional resources to be engaged in home learning.

From a theoretical perspective, these findings support the idea that parental involvement is an important factor

in student academic achievement, as parents with higher levels of education are more likely to be involved in

their child's education at home, leading to better educational outcomes for their children. Practical implications

of these findings include the development of tailored training and support programs for parents, with a focus on

providing additional resources and support to parents with lower levels of education. Overall, these findings

highlight the importance of parental involvement in home learning, and the need to address the educational and

resource-related barriers that may prevent parents from effectively supporting their child's education at home.

By providing parents with the necessary skills and resources, schools and educational institutions can enhance

parental capacity for effective involvement in home learning and promote better educational outcomes for all

children.

2. The second findings of the study highlight the challenges that parents face in balancing their work and home

responsibilities while ensuring that their children receive a quality education at home. Research shows that

parental involvement is an important factor in student academic achievement, and that the involvement of family

members can play a crucial role in supporting parents in their efforts to teach their children at home. From a

theoretical perspective, this highlights the importance of social support and family engagement in promoting

positive educational outcomes for children. The social support theory suggests that individuals are more likely to

engage in a behavior when they have the support of others, and this is particularly relevant in the context of

parental involvement in home learning. Practically, these findings suggest the need for schools and educational

institutions to work collaboratively with families and community organizations to provide additional resources

and support to parents who may face challenges in balancing work and home responsibilities. This can include

offering flexible and accessible training and support programs, providing additional resources such as textbooks

and online tools, and establishing partnerships with community organizations to provide additional support.

3. The challenges that families living in poverty face in providing for their children's educational needs. Families

who struggle financially may not be able to afford basic educational resources such as uniforms and textbooks,

which can hinder their children's ability to succeed academically. From a theoretical perspective, these findings

support the notion that poverty can have a negative impact on educational outcomes for children. The social

inequality theory suggests that socioeconomic factors such as income and education level can significantly

impact access to educational resources and opportunities. Practically, these findings suggest the need for

schools and educational institutions to provide additional support to families living in poverty. This can include

offering financial assistance programs, providing free or low-cost educational resources, and establishing

partnerships with community organizations to provide additional support. It is also important for schools and

educational institutions to be understanding and compassionate towards families who may face financial

challenges, and to work collaboratively with them to find solutions that support their children's academic

success. This highlights the challenges that families living in poverty face in providing for their children's

educational needs, and the need for schools and educational institutions to provide additional support to these

families. By addressing the financial barriers that families may face, schools and educational institutions can

promote greater access to educational resources and opportunities, leading to better educational outcomes for

children.

4. Proposed project on this matter play a critical role in supporting the development of a more equitable and

supportive educational system that promotes greater access to educational resources and opportunities for all
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children, regardless of their family's financial situation. Research shows that socioeconomic factors such as

income and education level can significantly impact access to educational resources and opportunities, and that

poverty can have a negative impact on educational outcomes for children. From a theoretical perspective, these

findings support the social inequality theory, which suggests that income inequality and poverty can create

barriers to accessing educational resources and opportunities, leading to reduced academic achievement for

children from low-income families. Practically, policy makers can support the development of a more equitable

and supportive educational system by increasing funding for education, developing policies to reduce income

inequality, and investing in community partnerships. This can include offering financial assistance programs,

developing partnerships with community organizations to provide additional support, and fostering

understanding and compassion towards families who may face financial challenges.

Recommendations

1. Schools can develop training and support programs that are flexible and accessible to accommodate the needs

of parents who face challenges in balancing work and home responsibilities. These programs can be offered in

a variety of formats, such as online webinars, self-paced modules, and in-person workshops, to accommodate

different learning styles and schedules. Furthermore, they can encourage family engagement by establishing

partnerships with family members and community organizations to provide additional support for parents who

may face challenges in balancing work and home responsibilities. This can include offering child care services

during in-person training and support programs and establishing after-school programs that provide additional

educational support.

2. The Department of Education can offer financial assistance programs to families who struggle financially. This

can include providing free or reduced-cost uniforms, textbooks, and other necessary educational resources. It

can also include providing financial support for families to cover educational expenses such as tuition and

transportation costs. Also can establish partnerships with community organizations: Schools and educational

institutions can establish partnerships with community organizations such as food banks and non-profit

organizations to provide additional support to families in need. This can include providing free or low-cost

meals, after-school programs, and educational resources.

3. The Division Office can foster understanding and compassion towards families who may face financial

challenges. This can involve providing a safe and supportive environment where families feel comfortable

discussing their financial situation and working collaboratively with teachers and staff to find solutions that

support their children's academic success. Also can provide additional academic support to children who may

face academic challenges due to their financial situation. This can involve offering tutoring programs, study

groups, and other educational resources to help these children succeed academically.

4. Policy makers can increase funding for education to support the development of programs and resources that

promote greater access to educational opportunities and support for families who struggle financially. Develop

policies to reduce income inequality: Policy makers can develop policies that reduce income inequality, such as

raising the minimum wage, expanding access to affordable housing, and providing financial support for families

in need.