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CAPACITY BUILDING FOR SCHOOLS

DIVISION OFFICES, ON
STRENGTHENING IMPLEMENTATION
OF MEA TECHNOLOGY AT THE
SCHOOL LEVEL
February 13- 17, 2017 (Batch 2)
MONITORING, EVALUATION
& ADJUSTMENT (MEA)
TECHNOLOGY
WHAT IS MEA?
The MEA strategy is a periodic
monitoring and evaluation of the
progress of the school/ district/
division in its delivery of education
services as well as its performance
as an organization.
As a strategy, it promotes the
participation of the various
units/divisions as well as
administrative units in all the M&E
processes with the end-point of
obtaining information for the
school/district/division/ regional
management to make decisions on
adjusting its work plans and
The MEA Technology as an M&E
mechanism enables collaborative
data gathering, data validation, data
processing, data consolidation, data
analysis, formulation of
recommendations and information
reporting which are efficient,
relevant, and effective.
As a result, the decisions
the management makes
address directly and
appropriately the issues
and concerns that need
attention.
MONITORING, EVALUATION & ADJUSTMENT
(MEA) SYSTEM
Region Level

MEA Process Flow Division Level

District Cluster
level

District level

School Level
SOURCE OF INFORMATION FOR RMEA
MEA STRATEGY IS ANCHORED ON THE
FOLLOWING PRINCIPLES:
SYSTEMATIC AND SYNERGISTIC
INTEGRATIVE IN APPROACH
STANDARDS BASED AND EVIDENTIARY
DATA-BASED
ALIGNED TO M & E FRAMEWORKS
APPROPRIATE FOR ALL M & E LEVELS AND TASKS
IMMEDIATE RESOLUTION OF ISSUES
The entire strategy utilizes systematic
and synergistic processes that
recognize the roles and functions of
every management level defined by
their respective functions. They make
up a comprehensive monitoring
system showing the vertical
connectivity between their
accountabilities in supporting the
delivery of education services for
improving education outcomes

It utilizes and
incorporates available
information in analyzing
the findings for
meaningful interpretation.
The acceptance of reported
accomplishments or outputs is
made upon their compliance to set
standards with corresponding
proofs or evidence

Findings and recommendations are


based on empirical data gathered
at every level.
It is an objective way of gathering
information that can inform school, district,
division and regional management for
continuously improving its Delivery of
Education Services , to achieve the desired

outputs and sustainability of Education


Outcomes and the Organizational
Performance at every level for efficient and
effective fulfillment of their respective
mandates
MEA can be used for
getting information needed
to monitor progress,
intermediate results and
outcomes of educational
initiatives

Issues which surface from


the MEA can be given on
time resolution by the
management
, when
appropriate
MEA Processes
Data Gathering
Data Validation
Data Processing
Data Analysis
Reporting of MEA results to
Management/ stakeholders
Formulating Recommendations
Adjustments of Plans and Strategies
Collecting both
quantitative and
qualitative
information

Determining if
reported data are
based on standards
set and MOVs
Involves
transforming and
categorizing raw
data for analysis

The analysis
Analyzing can
information
also correlate
required to answer the M & E
questions on efficiency,
physical &outputs
effectiveness relevance
with funds utilized
,
Summary of
accomplishments,
issues for resolution
and lessons learnt
presented to
management

In crafting theare formulated


Recommendations
based on
recommendations, unaccomplished
it is not
physical outputs and unresolved
mandatory
issues thatand
at every level each
are basis
unresolved
for technical issue will merit
assistance
, and
allocation of resources needed.
a recommendation.
Adjustment of work plan is
undertaken to take care of
unaccomplished outputs of
DO units/sections in terms
of modifying the earlier
strategies used,
rescheduling of activities,
aligning available
resources, making
decisions on discontinuing
,

the projects, etc for the


next quarter.
THE INTEGRATED
MEA PROCESS FLOW
FROM SCHOOL LEVEL
TO REGIONAL LEVEL AND
THE MEA IMPLEMENTERS
BY LEVEL
SMET
School SIP-AIP
Monitoring & IPPD SPPD Programs and School MEA Process Flow
Evaluation Competencies covered Supervisory Plan,
Team Classroom Mgmt MOOE Liquidation , Project Action
Learner performance etc. Plans

Teacher prepares & Data


SMET Call for
submits quarter report
SH prepares & Program implementers
Data Validation
Progress M&E on accomplishment
submits quarter prepare & submit quarter Gathering
Quarterly and learner
report on school report on program/project
performance performance accomplishments

Teachers School Program/Project


Accomplishment Accomplishment Accomplishment
Report (Qtr) Report (Qtr) Report (Qtr)
DISRIC
T
Data IMET collects and
Data Analysis analyzes data and Quarter
Processing prepares M&E report School M&E
Report
School M&E Quarter School
School M&E
Report for the M&E Report
Report for the
Quarter
Quarter
Adjustments of
Adjust AIP Plans and
Validate report with Strategies
Actual stakeholders in
Finalize School
M& E Report
SMEA SMEA Adjusted AIP

Validated School M&E


Report Recommendatio
Reporting of MEA results
ns to Management/
stakeholders
District Work
plan/AIP
PSDS prepares
District IMET (PSDS, Central School
District receives Principal, 2 SSHs, ICT staff)
& submits
Data
Technical
Instructional
SME Report consolidates School M&E Reports
quarter report on
DataPlanValidation
SupervisoryAssistance
accomplishment Plan Gathering
Consolidated
M&E Data of Consolidated M&E
Schools & Dist Data of Schools
and the District

Data District IMET analyzes


Data Analysis data and prepares M&E
Processing Report

Consolidated
District M&E Consolidated Schools &
Report District M&E Report

Actual District IMET validate Reports with School


Heads, PSDS & District Staff
MEA
Instructional School Heads & PSDS Validated
Supervisory Validated District
report their physical
Plan District M&E
accomplishments, issues and
M&E Report
Physical lessons learned in providing
Technical Assistance
Reporting of MEA
Report
Output
Matrix Recommendat
results to
Management/
ions District M&E
Report (Quarter)
District IMET prepares
stakeholders
District M&E
District M&E Report and
submit to the DMET
Report
(Quarter)
DISTRICT CLUSTER/
Division
District Cluster MEA Process Flow
District District M&E A
M&E Report
Report

Cluster DsCMET (EPSs assigned to the DC headed by a DMET


receives DsMEA memberAO, Planning Officer or M&E Coordinator) consolidates
Report District Cluster M&E Reports (Schools & District)

Consolidated Consolidated
District Cluster District Cluster
M&E Reports M&E Reports
DsCMET analyzes
data and prepares
M&E Report
District
Cluster M&E District Cluster
Report M&E Report

DCMET validates District Cluster


M&E Report with PSDSs

Validated
PSDSs report physical District Validated
Supervisory
Plan
accomplishments, issues and lessons Cluster M&E District
learned in providing Technical Report Cluster M&E
Report
Physical Assistance to schools based on
Output Supervisory Plans and the schools
Matrix M & E Reports

District Cluster
DsCMET prepare M&E Report
District Cluster M&E (Quarter)
Report and submit to
District Cluster
the DMET M&E Report
(Quarter)
DIVISION
District/District
District District M&E Cluster M&E
M&E District Cluster
Reports Reports
Reports M&E Reports

DMET consolidates
DMET receives DsMEA
Division MEA Process
District/District Cluster
and DsCMEA Reports M&E Reports Consolidated District Consolidated District or District
or District Cluster Cluster M&E Reports
M&E Reports

DEDP/AIP
Data
Action Plans for Programs
DMET collects and summarizes
the physical accomplishments, Validation
Gathering
Summary of the Physical
Accomplishments,
Summary of the Physical
and Projects issues, lessons learned, and Accomplishments,
recommendations of the DO (TA Issues, Lessons Learned Issues, Lessons Learned,
Work Plans of Planning, providers, teams, units/sections, and Recommendations and Recommendations of
Admin, Budget and implementers of programs of the DO the DO
and projects)
Work Plans on Curriculum
Implementation

Work Plans of Teams


DMET collects analyzes data and Field-based Adjustments of
Field-based Division M&E
Data
Data
(T&D, QAA,
Analysis
Supervisory/TA Plans of
prepares field-based Division
Division M&E
Report and
and Division Units
Plans and
M & E Report
ProcessingEPS M&E Reports & DO Units Reports Division Units M
& E Reports Strategies
Physical Output
Matrices
DMET validates Field-based
Division M&E Report and Summary Adjusted Adjust
Actual of Physical Accomplishments,
Issues, Lessons Learned and
Division
Management
Adjusted
DEDP/AIP
DEDP/AIP DEDP/AIP
and and
DMEA Recommendations of the DO with
EPSs, PSDSs, and section heads of
Response to the
Division M&E
and
action/wor
action/work
/ TA plans
action/work/
TA plans
the DO Units Report k/ TA plans

Validated
Division M&E
Validated DQMT & DMET presents Reporting of MEA
Report
(Quarter)
Division
M&E Report
Validated Quarter M&E
Report to the Division
Recommendati
results to
(Quarter) Management Management/
ons REGION
stakeholders
Schools
Divisions
M&E
Schools
Divisions
Region MEA Process
M&E Reports
Reports

Consolidated Consolidated Schools


RMET receives RMET consolidates Schools Schools Divisions Divisions M&E Reports
DMEA Reports Divisions M&E Reports M&E Reports

DataValidation
Data Gathering
REDP/AIP Summary of the Physical Summary of the Physical
RMET collects and summarizes the Accomplishments, Accomplishments,
physical accomplishments, issues, Issues, Lessons Learned Issues, Lessons Learned,
Work Plans of RFTACT
lessons learned, and and Recommendations and Recommendations of
recommendations of the RO Divisions of the RO Divisions the RO Divisions
Work Plans of FDs and RFTACT

Work Plans of BFD

Adjustments
Work Plans of Admin RMET analyzes data and
Data Processing
Data Analysis prepares RO Divisions M&E
RO Divisions
and Schools
RO Divisions and Schools
Divisions M&E Report of Plans and
Divisions
Reports & DO Units Reports M&E Report Strategies
RMET validates RO Divisions and
Schools Divisions M&E Report,
Summary of Physical Recommendation
Reporting
Management of MEA results to REDP/AIP
Adjusted
Adjust
Actual Accomplishments, Issues, Lessons
Learned and Recommendations
Management/
s
Response to the
Adjusted
stakeholders
REDP/AIP and Work
REDP/AIP and
Region M&E Plans/TA
RMEA
and Work/
with SDS, ASDS and Chief, ESPS of Report TA plans Plans Work/TA Plans
the DO Divisions

Validated Validated
Region M&E RMET presents Validated
Region M&E M&E Report to the
Report
(Quarter) Report Regional Management
(Quarter)
Requirements for MEA
DMEA PROCESSES
PRE-DMEA ACTIVITY

Tasking of responsibilities
Sharing of templates for initial data
(Pre-work activity)
Drafting of Memo for the conduct of
DMEA
DMEA PROPER
Accounting of POs (Target VS
Accomplishments)
Standards should be followed
content and processes
Showing MOVs
Identify the balances/gaps
Identify the value added outputs
TRACKING THE PHYSICAL OUTPUTS

To generate implementation status of the


programs & projects and other targets
implementation in terms of its quantitative
performance or physical outputs (PO)
The progress is measured against a defined
set of standards and/or what had been planned.
THINGS TO BE CONSIDERED IN
TRACKING THE PO:
Schools Division Units Deliverables
Target dates
Standard (content)
Standard (process)
Means of Verifications (MOVs)
Accountable Unit/s
Targets (POs)
Accomplishments
Done
Continuing
To be done

Unaccomplished Targets
Current quarter
Previous quarter
DEFINITION OF SOME IMPORTANT TERMS
Physical Output- refers to the accomplished target/s
with in a specific time frame by the
School/District/Cluster District/DO/RO/accountable
person.
Quantitative measurement can be expressed in
absolute numbers or as a percentage
It can also be expressed as a ratio
One way or another, you get quantitative
(number) information by counting or measuring.
Target- refers to the specific deliverable/s within a
unit/section/FD/DO/person for a definite period of
time based on standard set.
Standard- is the quality indicator/s set in content
and process to qualify a specific deliverable as
physical output with MOV/s.
MOV/s- are documents to be presented as pre-
requisite in order to count an accomplished
target as PO.
AS A RULE:
A physical outputs can
only be credited if it
meets standard/s and
has MOV/s.
Value Added Output (scope creeps) -
output accomplished which are not
originally targeted but was identified as
relevant and needed in support of the DEDP
& BESRA implementation.
Outputs achieved in advance should
not be considered as value added.
Note: scope creeps can sometimes hinder the
delivery of important outputs
Output- refers to the accomplished
target/s with in a specific time frame
by the FDs, Admin & BFD.
AS A RULE:
An output can only be credited if
it meets standard/s and has
MOV/s.
Standard- is the quality indicator/s
set in content and process to qualify
a specific deliverable as output with
MOV/s.
MOV/s- are documents to be
presented as pre-requisite in order to
count an accomplished target as PO.
IDENTIFYING THE ISSUES AND RISKS
Classify issues according to its category e.g.
TECHNICAL, INSTITUTIONAL, FINANCIAL,
POLITICAL, ENVIRONMENTAL/INFRASTRUCTURE,
SOCIAL & GENDER
Identify whether the issues is within control or
beyond control of the FDs/region
Tracking the issues whether, persistent issues,
recurring issues and issues related to gender etc.
IDENTIFY THE HINDERING AND
FACILITATING FACTORS
Identify the hindering and facilitating factors
State the corrective measures for hindering
and sustainability for facilitating
Ascertain and determine the lessons
learned based on the hindering and facilitating
factors
Applying the lessons learned to sustain the
effective delivery of the projects outputs
TIPS ON CREATING LESSONS LEARNED
Lessons learned can be derived from
facilitating and hindering factors.
Lessons learned from facilitating factors are
stated as values/practices that occurred
Lessons learned from hindering are stated
as what could have been done better.
Lessons learned statement is a form of
resolutions/values/principles in
approaching a specific situation
The Ultimate test of a Lesson
Learned statement is this: Others will
be able to derive the following:
In what situation can the lesson be
applied
Which principles/approached can be
applied to a given situation
Why is it valuable to consider the
Lesson
IDENTIFYING THE RECOMMENDATION
FOR ADJUSTMENTS
Identify the recommendation for
adjustments
Getting the balances and issues as bases
for making the recommendations and
adjustments
What to discard?
What to continue?
What to improve?
POST RMEA ACTIVITIES

Consolidate the data by component


Identify the next steps for future activities
Preparation of the RMEA reports
Presentation of the information to the
top management
QUALITY ASSURING THE
ENHANCED SCHOOL
IMPROVEMENT PLAN
(E-SIP) OF THE
SCHOOL HEADS
Reference:

DepEd Order no 44, s. 2015 dated


September 29, 2015
Guidelines on the Enhanced School
Implementation Planning (SIP) Process
and the School Report Card
1. Pursuant to RA 9155 Known as Governance
of Basic Education Act of 2001, this policy aims
to strengthen the SBM by further devolving the
governance of education to schools, empowering
school teams and personnel, expanding
community participation and involvement, and
making the delivery of education services to the
learners more responsive, efficient, and effective
through an enhanced school planning and
communication process
2. The SIP is a roadmap that lays down
specific interventions that the schools, with
the help of the community and other
stakeholders, will undertake within a period
of 3 consecutive Sys. The implementation
of development activities integral to it are in
the school such as projects under the
Continuous Improvement Programs (CIP),
the creation and mobilization of LACs and
the preparation of SRC.
2. SIP seeks to provide those involved
in school planning an evidenced-
based, systematic approach with the
endpoint of view of the learners as the
starting point. Ultimately, it is envisions
to help schools reach the goal of
providing access to quality education.
3. The SRC is a tool for advocating
and communicating the school
situation, context, and performance
to internal and external
stakeholders in making the schools
a better place for learning
WORKSHOP PROPER
SIP
Programs & Projects
Plan
Data Gathering Template
Review the contents of the E-SIP
aligned to RA 9155 and DO # 44,
s. 2015
ACESS
Quality
Governance
MAHATMA GANDHI
Men often become what they
believe themselves to be.
If I believe I cannot do
something, it makes me
incapable of doing it.
But when I believe I can, then
I acquire the ability to do it
even if I didn't have it in the
beginning.