ON INVESTIGATIVE REPORTING

Presented by:
Bebing, Benito, Chu, De Torres
 BEFORE WE START

OBJECTIVES

Brief overview on Discussion of the case Implications on the

Investigative and what make this current education
Reporting case an investigative system
report
OVERVIEW

C____R
FAMILIAR WITH THESE?
OVERVIEW

INVESTIGATIVE JOURNALISM
Involves exposing to the public
the matters that are concealed
behind a chaotic mass of facts
and circumstances that obscure
understanding
Requires using both secret and
open sources and documents
OVERVIEW WHAT MAKES IT DIFFERENT?

CONVENTIONAL VS. INVESTIGATIVE

SOURCES RESEARCH OUTCOMES

Provided information What happened vs. Being updated vs.
vs. reporter’s own Why is this taking a step back and
initiative happening think
OVERVIEW
TOOLS OF
INVESTIGATIVE REPORTERS

GOOD DATA & ANALYTICAL

SOURCES TECHNOLOGY THINKING

SOURCES RESEARCH OUTCOMES

Provided information What happened vs. Being updated vs.
vs. reporter’s own Why is this taking a step back and
initiative happening think
OVERVIEW

INVESTIGATIVE REPORTING (IR)

is hypothesis-driven reporting
In investigative journalism, the
hypothesis is a story and a method
for testing it.
Pursuing the story rather than the
subject
REMEMBER

THE PROCESS
1. We discover a subject.
2. We create a hypothesis to verify.
3. We seek open source data to verify the
hypothesis.
4. We seek human sources.
5. As we collect the data, we organize it – so that
it is easier to examine, compose into a story,
and check.
6. We put the data in a narrative order and
compose the story.
7. We do quality control to make sure the story is
right.
8. We publish the story, promote and defend it
ABOUT INVESTIGATIVE
REPORTING

WHAT MAKES THIS CASE AN IR?

1. The subject of the case
2. The Hypothesis
3. The open source data used
4. Human sources used
5. Narrative order of the news story
ABOUT INVESTIGATIVE
REPORTING

WHAT MAKES THIS CASE AN IR?

1. Accountability
2. Transparency
3. Policy Changes and reform
4. Advocacy and awareness
5. Public Interest
ABOUT THE CASE
 NARRATIVE UNVEILED
Inadequate warehousing facilities
and poor planning led to the
damage and disposal of 820,682
Grade 2 textbooks due to
defective gutters causing floods
inside the warehouse.
The COA recommended investigations to
determine accountability and institute
recovery procedures, while senators and
legislators expressed concern over the
mishandling of resources, the presence of
errors in the textbooks, and the impact
on education quality.
COA's findings revealed errors in
procurement planning, delayed
actions in addressing warehouse
needs, and deficiencies in
procurement activities of the
DepEd.
Calls for accountability, investigation,
and legal actions against those
responsible for the mismanagement
of resources were emphasized by
various officials and political figures.
NARRATIVE UNVEILED
Education disparity
Public schools bear the brunt of this issue, relying
solely on materials provided by the Department of
Education. In contrast, private schools, backed by
financial resources, can purchase accurate textbooks
from private publishers.
Pressure on the teachers
This places an extra burden on teachers, requiring
them not only to encourage reading but also,
paradoxically, to instruct students to fact-check the
very textbooks they rely on for learning.
IMPLICATIONS
Youth and their future
The presence of error-filled or neglected textbooks
significantly hampers students' learning, hindering
their understanding of progressively challenging
lessons. This impact extends to their future endeavors,
notably in tertiary education.
Government Accountability
This situation underscores significant issues with
government priorities. While education is a
fundamental right, it seems undervalued, with the
Department of Education even becoming a potential
avenue for corruption.
IMPLICATIONS
ON INVESTIGATIVE REPORTING