Division M&E Handbook (It Has Lots of Revisions) Pls. See FINAL Set of Guidelines For Core Proces

Division M&E Handbook
March 2011
DIVISION MONITORING AND EVALUATION HANDBOOK
Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas i
Division M&E Handbook TABLE OF CONTENTS Page LIST OF ACRONYMS CHAPTER 1: INTRODUCTION 1.1 Purpose of the Handbook 1.2 Users of the Handbook CHAPTER 2: MONITORING AND EVALUATION FRAMEWORK OF THE DIVISION 2.1 Assumptions 2.1.1 Definitions 2.1.2 Purpose and Objectives of M&E 2.1.3 M&E Guidepost / Principles Scope of M&E 2.2.1 M&E Content Areas 2.2.2 M&E Task Levels 2.2.3 Integration of M&E Content Areas and M&E Task Levels Iii 1 1 1 2 2 2 2 2 3 3 4 6 9 9 10 10 10 14 14 14 17 19 21 21 22 23 23 24 26 1. 2. M&E Operations Matrix Tools A. Data Capture B. Consolidation Tools C. Reporting Templates for DQMT 27 33 34 39 41
2.2
CHAPTER 3: SETTING UP THE DIVISION M AND E SYSTEM 3.1 3.2 Steps in Setting up the M&E System Who are responsible for the Division M&E System
3.2.1 3.2.2 Composition of the M&E System Roles & Responsibilities
CHAPTER 4: MONITORING AND EVALUATION PROCEDURES 4.1 Area A: Delivery of Basic Services 1 Technical Assistance 2 Division Implementation of Programs and Projects 3 Education Resources 4.2 Area B: Division Organizational Health/Performance 1 2 Organizational Effectiveness Outputs Organizational Resource Support
CHAPTER 5: M&E REPORTING 5.1 5.2 ANNEXES Reporting M&E Results Reporting Schedule
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Division M&E Handbook LIST OF TABLES No 1 2 3 4 5 6
Title Integration of M&E Content Areas and M&E Task Levels M&E Process for Technical Assistance M&E Process for Implementation of Programs and Projects M&E Process for Education Resource M&E Process for Division Organizational Effectiveness M&E Process for Division Organizational Resource Support
Page 7 14 17 19 21 22
LIST OF FIGURES No 1 2 3 4
Title M & E Content Areas Hierarchy of M & E Task Levels Steps in Setting up M & E System Composition of Division M&E Team
Page 5 6 9 10
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LIST OF ACRONYMS Annual Implementation Plan Assistant Schools Division Superintendent

Basic Education Information System
AIP ASDS
BEIS
BESMEF
BESRA
Basic Education Sector Monitoring & Evaluation Framework

Basic Education Sector Reform Agenda
CBP CBPAST DAC

DepED
Capability Building Program Competency-based Performance Appraisal for Teachers Division Appraisal Committee
Department of Education
DO
Division Office
DORP DQMT
DsQMT EFA ICT IMs INSET IPPD IR LGU LR

LRMDS M&E
Drop-out Reduction Program Division Quality Management Team
District Quality Management Team Education For All Information Communication Systm Instructional Materials In-service Training Individual Plan for Professional Development Intermediate Results Local Government Unit Learning Resources
Learning Resource Management and Development System Monitoring & Evaluation
MFO MOOE MOV TLP

OVI
NCBTS
Major Final Output Maintenance and Other Operating Expenses Means of Verification Teaching Learning Process
Objectively Verifiable Indicator
National Competency-based Teacher Standards
PSDS
QAAF
Public Schools District Supervisors
Quality Assurance and Accountability Framework
QAAS QMS R.A. RO SBM

SDS
SARDO
Quality Assurance and Accountability System Quality Management Team Republic Act Regional Office
Students-at-Risk of Dropping Out
School-based Management
Schools Division Superintendent
SEF SH SIP SIS SPPD SPT SQMT SY TA

TLOC
Special Education Fund School Head School Improvement Plan School Information System School Plan for Professional Development School Planning Team School Quality Management Team School Year Technical Assistance
Teaching Learning Observation Checklist
TOR TSNA UIS

WFP
Terms of Reference Teachers Strengths and Needs Assessment Unified Information System
Work and Financial Plan
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Division M&E Handbook CHAPTER 1 INTRODUCTION Republic Act No. 9155, the Governance of Basic Education Act of 2001, decentralizes education governance by defining the roles and functions of the management levels along the core functional service areas of the education enterprise. Included as a service area is quality assurance and accountability which inevitably utilizes monitoring and evaluation as an operating system. To push RA 9155, DepEDs has launched a reform package that intends to reengineer basic education sector for our country to achieve the Education for All (EFA) objectives by 2015. This is the Basic Education Sector Reform Agenda (BESRA) which was started in 2006. The Key Result Thrusts designed for BESRA has included quality assurance which signals its significance in promoting quality in education. This basic principle has been picked up by the Quality Assurance and Accountability Framework of DepED when it has underscored the progression of outcomes expected to occur that the different management levels of the Department. Each level has its accountabilities focused on the level directly under them. This means that the Central Office has the Regional Office as its target clientele; the Regional Office has the Division Office; and the Division Office has the schools as its main responsibility. The issuance of DepED Order Nos. 43 and 44 s. 2010 directing the field on the Creation of the National Quality Management Team and the Adoption of KRT 3: Quality Assurance and Accountability Framework(QAAF) further reinforce this reform agenda. The effort to develop this material stems from the intention to define the core business of the schools division offices so it can provide an operational mechanism for monitoring and evaluating the services that the divisions/districts need to provide the schools and at the same time have a means of assessing its level of performance as an organization. Purpose of the Handbook This handbook aims to put on perspective a Division Monitoring and Evaluation System as an operational mechanism for embedding the culture of quality and accountability. It intends to provide clear procedures, guidelines, tools and structure following a monitoring and evaluation framework appropriate to the context of the division. It serves as a guide to efficiently and effectively monitor and evaluate the division and school operations to obtain information particularly on how basic education services are being delivered and on how the division can assist schools for continuous improvement of learning outcomes. Users of the Handbook Primarily, the users of this Handbook are: the Division Quality Management Team (DQMT) composed of the Schools Division Superintendent, Assistant Schools Division Superintendent/s, and the Division M&E Team made up of Education Supervisors and the Planning Officer. This Handbook will inform them on how to set up and operationalize the Monitoring and Evaluation System which will provide them information and feedback for management decisions and for relevant technical assistance to districts/ schools. the District Quality Management Team (DsQMTs) composed of the Public Schools District Supervisors whose function is to ensure that inputs, processes, outputs and outcomes of the schools in the district are at par with quality standards and targets set. The handbook will provide the M&E implementation arrangements at the district level for the schools under their jurisdiction.
Division M&E Handbook the Regional Quality Management Team (RQMT)/ Quality Assurance and Accountability Division (QAAD) to enable them to understand how the M & E System works in the division. The information generated from the reports will serve as the bases of providing technical assistance to the Division and inputs for policy recommendations.
CHAPTER 2 MONITORING AND EVALUATION FRAMEWORK OF THE DIVISION

2.1 Assumptions 2.1.1 Definition of M & E The development of the M&E framework requires a clear and shared definition of monitoring and evaluation. Monitoring is the continuing and systematic process of collecting, analyzing, interpreting and reporting information relevant to planning, implementation, evaluation and adjustment of division plans, programs and projects in support of decision making of management and key stakeholders to improve delivery of outputs and sustainability of results. Evaluation is the process of determining the worth or significance of the outputs and results in terms of: efficiency, relevance, effectiveness and sustainability consistent to the division goals and objectives set. This includes establishing the accomplishment of DEDP objectives and the over-all contribution of the division to Basic Education Sector Reform Agenda (BESRA) targets, Basic Education Sector Monitoring and Evaluation Framework (BESMEF) outcomes and to the Performance Governance System (PGS) score card. 2.1.2 Purpose and Objectives of M&E The Division M & E seeks to establish a systematic and continuous gathering, processing, interpreting, analyzing and storing data for management decision towards continuous improvement of the: Delivery of education services to achieve the desired outputs and sustainability of Education Outcomes and, Division organizational performance for efficient and effective fulfillment of the division mandate
Four specific operational objectives were identified in support of the overall purpose of M&E in the division: OBJECTIVES: 1. 2. 3. Provide the division management information on the delivery of education services as basis for Technical Assistance. Provide the division management information on the implementation and achievement of the division programs and projects as bases for plan adjustment as well as adopting / replicating / institutionalizing programs and projects based on the merit of the results. Provide the division management information to determine and adjust approaches and strategies that will ensure appropriate allocation, just and equitable distribution, efficient and effective downloading and optimal use of Education Resources for districts and schools. Provide the division management information on division organizational health/performance as basis for determining appropriate approaches / interventions to improve organizational effectiveness and organizational resource support.
4.
2.1.3 M & E Guideposts/ Principles The development of the Monitoring and Evaluation Operational Framework is to be guided by the following principles: a. Quality Information
Division M&E Handbook It is important that M&E information to be collected is appropriate, sufficient and accurate to ensure reliable and objective reports that can be used as bases for planning and decision-making at all levels. b. Systems Strengthening Strategies, processes, and tools to be used for M&E can make use of available systems that have been tried and effectively used in the department. c. Systems Efficiency Results are achieved with minimum input resources but not compromising quality in all levels and stages of M&E. This includes the ability to report on target sub-groups in a timely manner. d. Transparency of Information to Key Stakeholders M&E subscribes to open, full and credible information. It encourages timely disclosure of information and methodology to stakeholders which are aligned to M&E objectives and processes. e. Synergy M&E encourages participative and collaborative decision-making processes among the different entities for an integrated approach to the attainment of its objectives. f. M&E for Learning and Accountability M&E provides opportunities for continuous improvement of practices/performance through identification of issues and lessons learned. It requires trustworthy, competent and impartial M&E staff. g. Focus M&E calls for careful planning and purposive prioritization of activities guided by the organizational goals and objectives. Change does not happen by accident. The division is a pivotal instrument to effect that change.
2.2 Scope of M&E 2.2.1 M&E Content Areas Figure 1 illustrates the M & E Content Areas that will generate information critical to management decisions of the division. There are two major content areas namely, Delivery of Division Education Services and Division Organizational Health / Performance. The former covers three basic Services rendered by the division to the schools: Technical Assistance, specifically on SBM Implementation and Assessment, Curriculum Implementation and Teaching and Learning, implementation of the Education Programs and Projects, and the distribution of Education Resources. The scope of its M & E activities assesses the Divisions efficiency and effectiveness in assisting schools in the delivery of education services. The latter encompasses areas on Organizational Effectiveness and Organization Resource Support. This measures the Division Office operating units in terms of internal efficiency, effectiveness and relevance.
M&E Content Areas
Delivery of Division Education Services
Division Organizational Health/ Performance
Technical Assistance
Education Programs & Projects
Education Resources
Organizational Effectiveness
Organization Resource Support
SBM Implementation and Assessment
Curriculum Implementation
Teaching and Learning
Figure 1: M&E Content Areas of the Division 2.2.2 M&E Task Levels The M & E task levels are influenced by the areas of interest of the division stakeholders and their reporting requirements. Hierarchical organization of M&E is as follows: (a) Progress (formative), and (b) Results (summative) levels. See Figure #, The main concern of Progress M&E would be the monitoring of input and/or output indicators of the Division while Results M&E will examine the extent in which the division is achieving Intermediate Results (i.e. progress towards the desired / established goals) and the Results in terms of actual achievement of goals, benefits and impact of implementing the full cycle of the division development plan for a given period. Detailed M&E Task levels are described as follows: Progress (Formative) Level Are the needed resources available and adequate to implement efficiently and effectively the division initiatives as planned? a. b. Input Level - This level is concerned with tracking the resources required to implement the division programs and projects in schools and the resources needed by the division to sustain its mandate. Output Level The output level looks into the efficiency and effectiveness of the delivery of the intended services of the division in terms of its programs and projects as well as the implementation strategies used. It also scans the circumstances influencing implementation positively or negatively (i.e. issues) with the end in mind of being able to improve delivery of education services to schools.
Division M&E Handbook Results (Summative) Level How effective are the division initiatives in bringing about the desired benefits and changes in schools and in attaining the intended education outcomes? c. Intermediate Results Level This level captures the initial gains of the division in moving towards its intended directions. They can be in terms of behavioral changes among the schools being serviced or the desired increasing or decreasing trend in its outcome indicators during the implementation period of its Division Education Development Plan. M&E, at this level, also aims to accumulate lessons learned and promising practices for replication/institutionalization. Results Level - At this level, M&E concerns are directed towards attaining the education outcome indicators and its collective contribution to the attainment of regional and national goals (i.e., EFA, BESRA/BIAP, and PGS).
d.
M&E Levels
Progress M&E (Formative level)
Results M&E (Summative Level)
Inputs
Outputs
Intermediate Results
Outcomes
Figure 2: Hierarchy of M&E Task Levels
2.2.3 Integration of M&E Content Areas and M&E Task Levels Table 1 shows how the M&E content areas of the division will be handled by the M&E task levels. For every content area, the table specifies what will be focused on by Progress M&E and Results M&E tasks.
Division M&E Handbook Table 1 Integration of M&E Content Areas and M&E Task Levels at the Division
Content Area
M&E Focus Technical Assistance to schools on SBM implementat ion Curriculum Implementat ion TeachingLearning & assessment
Formative Progress Level
M&E Task Levels Summative Intermediate Results Level Results
Delivery of Services for Basic Education
KSA on SBM imp lamentation Efficiency of TA for SIP implementatio n of schools Efficiency in the delivery of BEC KSA on instructional Supervision
SBM Level of Practice SIP accomplishment of schools School /CLC Performance Annual Achievemen t of schools A&E Passers SH/PSDS capability in Instructional Supervision
Reduced disparity between High and low performing schools Improved profile of the Division on education outcomes Improved stakeholders satisfactionA & E Improved profile of the Division on education outcomes Correlation between Resources and performance
Division Implementatio n of Programs & Projects Education Resource for Programs & Projects
Efficiency of implementation of Programs & Projects in schools Adequacy and utilization of inputs Relevance of resources provided Provision of Access to resources Availability of system for Equitable Distribution
Increased performance indicators
Improved Learning environment
Organization al Health / Performance
Division Effectiveness
Accomplishments of DO units based on work plans / DEDP
Level of Performance individual unit (OPES) Satisfaction level of clients (teachers, SHs, staff) Behavioral change of DO staff Punctuality in submission of requirements Quality of work
Improved MFO
Division Resource Support
Adequacy and utilization of resources provided to RO units Efficiency of HR programs
Improved MFO
CHAPTER 3 SETTING UP THE DIVISION M AND E SYSTEM
3.1 Steps in Setting Up the M & E System The 3- step process in setting up the Division M&E System includes: 1) organizing the M and E team and clarifying Terms of Reference 2) defining the scope of the M&E (Content Areas and Tools) 3) determining the information requirements of the stakeholders and setting up the monitoring process,
Step 3 Specify the information requirements and set-up the monitoring process
Step 1 Organize Division M&E Team and clarify terms of reference
Step 2 DM&E to understand the scope of the M&E (Content Areas and Tools) as given in the framework.
Figure 3: Steps in Setting Up the M & E System
Division M&E Handbook 3.2 Who are responsible for the M & E System in the Division? 3.2.1 Composition of the Division M and E Team Chair: ASDS Members: 1. 2. 3. 4. 5. Division M & E Coordinator Planning Officer ESs and PSDSs Division Programs/Project Coordinators (SBM, Physical Facilities, T & D, LR, DORP, Health and Nutrition, etc) Support Staff
Figure 3. Division M&E Team Composition 3.2.2 Roles and Responsibilities of the M and E Team a. Assistant Schools Division Superintendent as the Chair:
He/She is directly responsible for the operational supervision of the system. He/She shall take the lead in providing technical assistance to education supervisors and district supervisors on how to efficiently and effectively deliver the Division programs and projects. The ASDS shall interact closely with the Schools Division Superintendent, Division Monitoring and Evaluation Coordinator, School Heads and QMT Members. He/She shall report directly to the SDS and provide him/her with the progress or status of the programs and projects of the Division, raise issues and problems affecting (or may affect) the technical assistance support to schools and community learning centers and recommend areas for adjustment in the DEDP/DAP. Specifically, the following outlines the roles and responsibilities of the ASDS: Prepares and submits Monthly Report to SDS detailing the status of programs and projects and future activities Conducts unit meetings and workshops related to M&E concerns Supervises day to day activities of Division staff Monitors the provision of technical assistance to schools and community learning centers Oversees division/district participation in the SIP Appraisal, Start Up Review, Annual Implementation Review, and Mid-Term Review & Outcome Evaluation of Schools
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Division M&E Handbook b. Division M&E Coordinator: The M&E Coordinator is responsible for the overall M&E strategy and implementation of M&E related activities within the Division and provides timely and relevant information to stakeholders. The M&E Coordinator shall interact closely with the following stakeholders: Schools Division Superintendent Assistant Schools Division Superintendent Division Planning Officer School Heads and Instructional Managers QMT Members of the Division
Due to the strategic and sensitive nature of the M&E function, it is suggested that the designation of M&E Coordinator should be given to one of the Assistant Schools Division Superintendent (ASDS). The M&E Coordinator shall report directly to the Division M&E Chair. The M&E Coordinator shall provide the Chair with interpretation and analysis of M&E data, raise issues and problems affecting (or may affect) DEDP/DAP implementation and recommend areas for adjustment in the implementation plan. Specifically, the following outlines the roles and responsibilities of the Division M&E Coordinator: c. Assists in the review and revision of the DEDP objectives and strategies, particularly in the adjustments of the OVIs (objectively verifiable indicators) and MOVs (means of verifications reports, documents, data gathering methods) Assists in the development and adjustment of the DEDP and DAP Assists the ASDS in setting up the Division M&E System. Ensures that the Division M&E System complies with the operations of the Region M&E System Communicate to Division and District staff the requirements of the School M&E System and the roles and responsibilities of staff on M&E Prepares/consolidates Division Monthly Report for the Chair in accordance with the approved reporting formats and schedule. This also includes reviewing and validating the reports submitted by school staff and documents received from outside the school. Assists the education supervisors, district supervisors and other Division staff in the preparation of their progress reports. Records and reports the Physical Accomplishments of the Division and schools. Ensures proper documentation and safekeeping of Division reports and documents generated during project implementation.
Division Planning Officer
The Planning Officer is responsible for ensuring reliability of Division and school data. Specifically, the Planning Coordinator is responsible for the collection and validation of school, community learning center and Division data and will provide initial statistical analyses for the same. The Planning Officer shall interact closely with the following stakeholders: Schools Division Superintendent Assistant Schools Division Superintendent Division Monitoring and Evaluation Coordinator School Heads DQMT Members
The Division Planning Officer shall report directly to the M & E Chair and work side by side with the M&E Coordinator. The Division Planning Officer shall provide initial interpretation and analysis of project data. Specifically, the following outlines the roles and responsibilities of the Division Planning Officer:
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Division M&E Handbook Assists in the review and revision of the DEDP objectives and strategies, particularly in the adjustments of the OVIs (objectively verifiable indicators) and MOVs (means of verifications reports, documents, data gathering methods) Assists in the development and adjustment of the DEDP and DAP Assists the M&E Coordinator in the preparation of consolidated Division Monthly Report Ensures availability of information from the BEIS and timeliness of data. Mainly responsible for the computer entry of data and provides some initial analysis and interpretation. Ensures integrity and accuracy of data Manages and maintains the BEIS in the division
d. Education Supervisors / District Supervisors Education Supervisors and District Supervisors are responsible for tracking the performance of the schools and the community learning centers and in supporting the school heads, teachers and facilitators deliver quality education programs. The supervisors are directly responsible for the monthly monitoring of school heads, teachers and facilitators. Their primary monitoring responsibility is to provide feedback to the Division in order to enhance the Division programs and projects for schools and community learning centers. The Supervisors shall interact closely with the following stakeholders: Schools Division Superintendent Assistant Schools Division Superintendent Division Monitoring and Evaluation Coordinator School Heads
The Supervisors shall report directly to the M & E Coordinator. They shall provide the Coordinator with the progress of the training and technical support to schools and community learning centers on a periodical basis. Specifically, the following outlines the roles and responsibilities of the Supervisors: Prepare program/project design Monitor the performance of schools and community learning centers. This includes conduct of regular field visits. e. Inform the SDS, ASDS and/or other Supervisors about school and community learning centers' concerns to ensure prompt response to problems and issues Prepare and submit Monthly Report detailing the status of programs and projects and future activities Prepare and submit an Assessment Report on school performance As member of the Division Quality Management Team, participate in the SIP Appraisal, Start Up Review, Annual Implementation Review, and Mid-Term Review Outcome Evaluation
Division Programs/Projects Coordinators
Division Programs/Project Coordinators are Division staff assigned to a specific program or responsibility. These include Division staff designated as SBM Coordinator, Physical Facilities Coordinator, Procurement Coordinator, DORP Coordinator, LR Coordinator, T & D Coordinator, Health and Nutrition Coordinator and others as the need may be. Each coordinator shall be responsible for monitoring programs and/or concerns assigned to him/her. The Coordinators shall interact closely with the following stakeholders: SDS ASDS School M&E Coordinator School Planning Coordinator Other Coordinators
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The Coordinators are urged to establish and strengthen their horizontal link with other coordinators and/or education supervisors and district supervisors in order to fast track the sharing and utilization of valuable information affecting programs and projects. Specifically, the following outlines the roles and responsibilities of the Coordinators regarding monitoring and evaluation: f. Monitor the efficiency and effectiveness of programs or concerns Monitor utilization of programs, systems, facilities and learning equipment installed at the school and community learning center level Prepare and submit status report
M&E Support Staff
The M&E Support Staff is an administrative support staff to the Division M&E Coordinator. The Support Staff shall be responsible for the collection of data, encoding, filing and maintenance requirements of the Division M&E System.
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CHAPTER 4 MONITORING AND EVALUATION PROCEDURES

Monitoring and Evaluation procedures specify the implementation details in carrying out the monitoring process for the different focal areas how well the Division performs its mandates on the following: 4.1 Content Area A: DELIVERY OF BASIC SERVICES TO SCHOOLS Area A.1: Technical Assistance Technical Assistance is concerned with the process of how well the Division Office provides professional and technical help to schools. This is to ensure efficiency and effectiveness in the delivery of basic education services and in the implementation of programs and projects of the schools and those of the division. Technical Assistance basically focuses on the following aspects: School-Based Management Implementation and Assessment M&E procedure assesses how the division office provides Technical Assistance to capacitate schools to determine its level of SBM Practice and install the necessary mechanism and interventions toward progressing level of practice for continuous school improvement. Also, how well the Division Office provides Technical Assistance to schools in developing, implementing, monitoring and evaluating their School Improvement Plans (SIP). Curriculum Implementation M & E procedure on Curriculum Implementation seeks to measure the efficiency and effectiveness in the implementation the Basic Education Curriculum. Monitoring curriculum implementation is a quality control mechanism that will ensure correct and timely implementation of the basic education competencies per learning area per grading period and per grade/year level. The process allows the division to track progress of curriculum implementation and assess the quality of inputs provided to learners as bases in the provision of technical assistance. This helps assure the learners are receiving complete and quality inputs that will develop their competencies and prepare them for the requirements of the next learning level. Teaching - Learning & Assessment M & E procedure on Teaching Learning and Assessment checks whether the core processes in the classrooms and schools are effective and efficient. This process provides input information to the division in the conduct of quality instructional supervision and assessment of learning by the school heads to the teachers. Table 2 M&E Process for Technical Assistance Progress Level M and E Questions: Do the TA providers have KSAs on SBM? Is the TA for SIP implementation efficient & effective? Does the division have specialists in all learning areas? Does the DO have KSAs to provide TA on instructional supervision for SHs and PSDSs? What are the issues encountered during the conduct of TA? Information Requirements Sources of Information and Data Required Method of Analysis Guide Questions
School-Based Management Implementation and Assessment
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Division M&E Handbook KSAs of TA TDIS Providers on SBM No. of TA providers with SBM training Actual SBM training programs attended Percentage (%) of TA What is the percentage of division providers with SBMpersonnel with knowledge and skills on related training SBM? Identify specific areas Are these skills adequate for them to needing additional input provide technical assistance to schools and community learning centers? If not, what are the needs? KSAs of TA No. of TA providers with Percentage of DO What is the percentage of DO personnel Providers on training on developing, personnel with KSAs on with KSAs on developing, and appraisal of developing, and and appraisal of SIP developing, and appraisal SIP? appraisal of SIP Quarter School M&E of SIP? What are the percentage accomplishments and Report Average % of of SIP implementation in the different Efficiency and % of SIP accomplishments of schools of the division? Effectiveness of accomplishment schools per District (i.e. What are the issues encountered in the SIP SIP Issues & concerns on actual vs targets) implementation? Implementation SIP Implementation Reasons for balance How did the schools address the issues? TA monthly Frequency of occurrence What did the division do to assist the aaccomplishments of common issues and schools? Consolidated Issues & seriousness of issues to concerns on SIP derive Implications for Implementation Curriculum Implementation Availability of DO plantilla Specialization Profile of DO Are there subject area specialists in the specialist per 212 File (% of ES by specialization) division to manage the implementation of the learning area No of ES by different curricular offerings in the schools? If specialization not, what did the DO do to address the situation? KSAs of DO TA TDIS Percentage (%) of TA What is the percentage of TA providers with Providers, PSDSs No. of DO TA providers providers with training on training on Instructional Supervision? and School with training on Instructional Supervision What is the percentage of PSDSs and SHs Heads on Instructional Percentage of PSDSs and with adequate knowledge and skills on Instructional Supervision SHs with adequate on Instructional Supervision? Are these skills Supervision Instructional Supervision? adequate for them to provide technical assistance to schools? If not, what are the needs? Issues & Risks M & E Reports % of issues solved and What are the issues encountered by the TA encountered in List of Issues & Risks resolved, unsolved at certain providers in performing their functions? the provision of level What are the issues raised to the higher TA % of issues elevated to top management? management (region) What are measures done by the DO to address pressing issues? Lessons learned M & E Reports Identification of Lesson What are the different lessons learned in the provision of List of Lessons learned adopted & encountered by the TA providers in TA Learned implemented performing their functions? Are these lessons learned documented and communicated to others for replication? Intermediate Results M and E Questions: Did the TA providers improve their level of competence on SBM Implementation and Assessment? Did the schools in the DO increase their % of SIP accomplishment? Did the DO improve its performance in the DAT/RAT/NAT/A&E results?
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Division M&E Handbook Did the DO increase its # of teachers meeting NCBTS? What are the sustainability measures and best practices of the DO in providing TA? What are the issues encountered during the conduct of TA? What are the Lessons Learned in providing TA to schools? Source of Information and Data Required Method of Analysis % of TA providers with improved competence on SBM implementation and assessment % of schools with improved SIP Accomplishment Guide Questions What is the level of competence of the TA providers on SBM implementation and assessment? Is there an increase in the number of schools with improved SBM level of practice?
Information Requirements
Level of OPES competence of TA providers on SBM implementation and Assessment Efficiency of SIP Annual School M&E Implementation Report TA Annual accomplishment Report DO performance in the tests
Number of schools with teachers meeting NCBTS
Sustainability measures Identified best practices Issues encountered in the provision of TA
Lessons learned in the provision of TA
How many schools in the division have improved percentage of SIP accomplishment? What are the factors that facilitated them to improve their performance? Result of the tests % of improved performance Do the schools in the division show in the tests improvement in test results? How are these schools categorized? 1. What are the factors that made them improved or not? Assessment result % of teachers meeting What is the percentage of schools in the NCBTS division with teachers meeting the NCBTS? What are the factors that affected/facilitate them to perform in accordance with the NCBTS? Are the training programs identified in the SPPD relevant in relation to the results of the teacher performance? M&E report % of sustainability measures What are the different sustainability measures utilized and best practices that made the schools improve performance? Are these sustainability measures and best practices properly documented and communicated? M & E Reports % of issues solved and What are the issues encountered by the TA Tracking Board of Issues resolved, unsolved at certain providers in performing their functions? level Are there issues solve at their own level? % of issues elevated to top What are the issues raised to the higher management (region) management? What are measures done by the DO to address pressing issues? M & E Reports % of Lesson learned What are the different lessons learned Tracking Board of adopted encountered by the TA providers in Lessons Learned performing their functions? Are these lessons learned documented and communicated to others for replication?
Results Level M and E Questions: a) Does the Division have schools with improved SBM level of practice?
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Division M&E Handbook b) Does the Division have improved functional literacy based on National Achievement Test Results of Grade VI and 2nd Year and A&E? Information Requirements Improved SBM Level of Practice of schools Source of Information and Data Required EBEIS Method of Analysis % of schools with improved SBM level of practice from: Level 1 to Level 2 Level 2 to Level 3 % of Districts with increased number of: schools able to improve the achievement of Gr. VI pupils in the NAT schools able to improve the achievement of 2nd year high school in the NAT ALS learners passing the functional literacy test/A&E Test Guide Questions What is the percentage of the schools in the division with Level 1 SBM Practice? Level 2? Level 3? What is the percentage of the schools in the division with improved NAT results? A and E test passers? What is the percentage of schools with improved NAT performance and SBM level of practice? What are the factors that made the schools improved their performance? How did TA affect the improvement of school performance?
4.1 Area A. 2: Division Implementation of Programs and Projects The DEDP provides directions, objectives, scope of work and success indicators in the implementation of programs and projects. These programs and projects are geared toward improved school performance. Table 3 M&E Process for Implementation of Programs & Projects Progress Level M and E Questions: Does the DO have adequate resources to implement the Program & Projects? Is the DO implementing Program & Projects based on DEDP? Are the program & projects delivered on time? Are the programs and projects delivered within the budget? What are the implementation issues and lesson learned regarding programs and projects? Information Source of Information Method of Analysis Guide Questions Requirements and Data Required % of utilization What is the percentage utilization of DO Status of utilization: Financial report Accomplishment reports (expense vs budget) resources in relation to the implementation of resource utilization the DEDP programs and projects? vs. rate of Are the resources adequate? If not, how did the accomplishment DO manage the implementation of the different programs and projects? Priority programs & Accomplishment % of DEDP priority What is the percentage accomplishment of the projects reports of accountable programs & projects programs and projects as implemented in the units division, districts and schools? implemented
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Division M&E Handbook Priority programs & projects delivered as scheduled Accomplishment reports of accountable units % of priority programs & projects delivered on time Consolidation of issues and lessons learned adopted & implemented Are these programs and projects implemented and delivered on schedule? If not, what are the reasons? What are the issues encountered and lessons learned in the implementation of these programs and projects? What are some measures done in order to address the issues? Are the lessons learned documented and communicated to other project implementers for them to enhance their implementation processes and mechanisms?
Implementation Accomplishment reports Issues Lessons Learned List of issues & concerns List of Lessons learned
Intermediate Results M and E Questions: Do schools in the DO improve their performance in terms of: a. Drop-out rate b. Failure rate c. Achievement rate d. Retention rate e. Completion rate Does DO show annual improvement in its performance vis--vis the targets? What are the sustainability measures and best practices of the DO in providing TA? Information Source of Information Method of Analysis Guide Questions Requirements and Data Required e-BEIS % of schools with What is the percentage of schools in the division Performance improved performance in: with improved performance in terms of the indicators Annual and Mid-term a. Drop-out rate following: Accomplishment reports b. Failure rate a. Drop-out rate c. Achievement rate b. Failure rate d. Retention rate c. Achievement rate e. Completion rate d. Retention rate e. Completion rate Did the different programs and projects contribute to the improvement in the above mentioned performances? If not, why? Results Level M and E Questions: Does the Division improve meet its performance indicators? Information Requirements Improved performance indicators: a. Access/ Participation b. Retention c. Completion d. Achievement Source of Information Method of Analysis and Data Required EBEIS % of districts with improved performance indicators: a. b. c. Guide Questions
What is the percentage of districts in the division with improved performance on: a. Access/Participation b. Retention Rate c. Completion Rate Access/Participatio d. Achievement Rate n Is the division showing and improved per on : Retention a. Access/Participation Completion
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Division M&E Handbook d. Achievement b. c. d. Retention Rate Completion Rate Achievement Rate If not, why?
Area A. 3: Education Resources The monitoring activities and quality control of the Division are aligned to the implementation requirements of the schools and community learning centers. In this way data, insights and lessons on the provision of the resources in terms of adequacy, relevance and equitable distribution derived from the Division M&E System are immediately used for making managerial and technical actions that will support the schools. The resources allocation from the division to the schools and community learning centers include personnel to perform its mandate, physical facilities, learning materials, MOOE, SBM Grants and other funds in support to DEDP implementation. Table 4 M&E Process for Education Resources Progress Level M and E Questions: Does the division equitably deploy teachers in the schools? Does the division adequately provide physical facilities, learning resources & other funds in support of programs and projects in schools? Does the Division download the MOOE of schools efficiently? What is the status of the resources in terms of adequacy, relevance and distribution? What are the issues and lessons learned on resource distribution & utilization? Information Source of Information and Method of Analysis Guide Questions Requirements Data Required % of personnel required What is the percentage of schools in the Personnel Form 3 ( Monthly SHs report division with adequate teaching based on needs on enrolment & attendance) Allocation personnel based on national standards? Plantilla Match between actual Are the teaching personnel equitably EMIS Number of teachers and distributed to the schools? If not, why? enrolment based on Actual No of teachers in each national standards school % of resources provided Are the following resources equitably Equitable EBEIS/UIS apportioned to the schools in the division? vs needed/required by allocation of Report of PFC on Physical 1. Classroom resources Facilities schools 2. Furniture Report Supply Officer on 3. Toilets Sufficiency of Learning Resources 4. Textbooks funds Report of B&F unit on MOOE 5. Supplementary Materials Report of LR on access of LR 6. Others materials Is the distribution of these resources according to need? If no, why? Status of education resource requirements: available and Status reports of education resource requirements: List & number of additional resource requirements needed % of education resources utilized vs. Available What is the percentage of schools in the division properly utilizing the resources?
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Division M&E Handbook used Status of available resource requirements List of additional resource requirements needed Issues and concerns of each DO Admin Units regarding resource support to implement DEDP Lessons Learned Report of PFC on Physical Facilities Report Supply Officer on Learning Resources Report of B&F unit on MOOE Report of LR on access of LR matls Issues Lessons Learned Consolidation of common issues and identified solutions/ resolutions Consolidation of common lessons learned adopted and implemented What are the issues encountered by the schools in availing and utilizing the needed resources? What did the division do to address the issues? Are there lessons learned? What are they? Are these documented and communicated? If no, why?
Intermediate Results Level M and E Questions: Do schools in the DO improve their performance in terms of: 1. Drop-out rate 2. Failure rate 3. Achievement rate 4. Retention rate 5. Completion rate Information Source of Information and Data Method of Analysis Requirements Required e-BEIS % of schools with improved Status of performance in: Performance Annual and Mid-term a. Drop-out rate indicators Accomplishment reports b. Failure rate c. Achievement rate d. Retention rate e. Completion rate
Guide Questions What is the percentage of schools in the division with improved performance in terms of the following: a. Drop-out rate b. Failure rate c. Achievement rate d. Retention rate e. Completion rate
Results Level M and E Questions: Is the obtained performance level worth the resources utilized? Information Source of Information and Method of Analysis Requirements Data Required
Guide Questions
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Division M&E Handbook Correlation of resources and performance M & E Reports, Accomplishment Reports, Financial Reports, Performance vs resources utilized Did the different resources contribute to the improvement in the above mentioned performances? If not, why?
4.2 Content Area B: DIVISION ORGANIZATIONAL HEALTH/ PERFORMANCE Area B.1: Organizational Effectiveness A well-designed M&E system must be able to assess the Divisions Organizational Health and Performance vis- a- vis its mandates. As an organization, the performance of all units in the Division such as Budget and Finance, Administrative, Legal, Human Resource, Planning, Supply, Records, Health & Nutrition, Promotional Staff and others including synergies and teamwork between and among units are given prime importance. Overall, the Division system efficiency must be established to be able to function effectively. The issues and risks during the implementation of the DO units programs and projects are also tracked to improve implementation Division effectiveness may impact on the performance of schools and community learning centers, on competencies of school heads and teachers, on schools SBM level of practice and; on the ability of the Division itself to support the schools and community learning centers in the upgrading of learning environment within the Division. Table 5 M&E Process for Organizational Effectiveness Progress Level M and E Questions: 1. Does every DO unit perform its targets effectively? a) Promotional Staff e) Planning b) Accounting Unit f) Supply c) Admin/Legal g) Records d) Personnel Section h) Health & Nutrition 2. What are the issues and risks encountered by the DO units in performing their functions? 3. What are the lessons learned by the DO Units in performing their functions? Source of Information Information Requirements Method of Analysis Guide Questions and Data Required Performance level of each unit DO Units quarterly reports % of accomplishments vs What is the percentage (as reflected in the of accomplishments targets accomplishment of the different performance targets/ action units/sections vis--vis targets?
plan)
Issues and concerns of each DO units in the performance of their functions Lessons Learned
Accomplishment Reports of Consolidation of common What are the facilitating and hindering factors encountered by DO units issues and identified each unit in performing their tasks? Cross-cut issues template solutions/ resolutions Accomplishment Reports of Consolidation of common DO units lessons learned adopted Lessons Learned and implemented
How did DO address the issues encountered? What are the lessons learned by each unit in performing their tasks? Are the lessons learned documented and communicated to other units?
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Division M&E Handbook Intermediate Results M and E Questions: 1. Does DO improve its performance vis--vis the targets? 2. What are the sustainability measures and best practices of the DO in providing TA? Source of Information Information Requirements Method of Analysis Guide Questions and Data Required % improved in all Planned vis--vis the target e-BEIS Did the division show an performance indicators List of sustainability improvement in all performance Annual and Mid-term % of Improved Major Final measures indicators? What is the percentage Accomplishment reports Output (MFO) (Agency of improvement? If no, what did the Identified best practices M&E report Performance Measures) division do? Results Level M and E Questions: 1. Does the Division have improved MFO? Source of Information Information Requirements Method of Analysis and Data Required Improved MFO (Major Final M & E Reports, Performance vs MFO Output based on MTPDP Accomplishment reports
(Medium Term Phil. Devt Plan),( an Agency Performance Measure)
Guide Questions Did the DO show an improvement in all performance indicators? What is the percentage improvement? If no, what must be done?
Area B. 2: Organizational Resource Support Organizational Resource Support of the Division in providing resources for programs and projects is measured in terms of how its units, personnel and programs and projects are provided with resource support in order to deliver education programs and projects. Division Organizational Resource Support also measures how education resources are optimized. Moreover, it identifies issues, lessons learned and sustainability measures on resource generation and utilization. Table 6 M&E Process for Organizational Resource Support Progress Level M and E Questions: Are the resources provided to DO units adequate? How are the resources optimally used by the division? What are the issues on the resource acquisition & its utilization? What are the lessons learned on the resource acquisition & its utilization? Information Requirements Source of Information and Data Required Method of Analysis Guide Questions
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Division M&E Handbook % of utilization Resource allocation for DO Units MOOE/allocation statement/ budget % unfilled positions every DO Units in terms of: Status report of DO Units # % of existing vs Personnel Positions required needed requirement Equipment Current staffing % of supplies & Supplies Status report of supplies & equipments available Activity Funds equipments available vs needed vs needed requirement Status of resource requirements utilization per DO units Resource optimum Status report of resource utilization and its desired utilization per DO units results Accomplishment reports Value added report Are the following resources equitably and adequately allocated and utilized by the different units/sections in the division?
Issues & Risks
Issues template
Lessons Learned
Lessons Learned Template
Personnel Equipment Supplies Activity funds % of resources What is the percentage utilization utilized vs targets of these resources per section % of gains more than per quarter? the targets Are the resources utilized according to targets? What are the gains/value added encountered? Consolidation of issues What are the issues encountered and risks encountered by the DO personnel in performing their tasks? What are the measures adopted to address the issues? Consolidation of What are the lessons learned by common lessons each unit/section that made them learned adopted and perform their tasks well? implemented Are these lessons learned documented and communicated to others?
Intermediate Results M and E Questions: DO personnel improve their KSA in performing their mandated and other related functions? Source of Information and Data Information Requirements Method of Analysis Guide Questions Required KSAs of DO Personnel in Job description and designation OPES Did the division show an performing their mandated M&E report improvement in all performance and other related functions indicators? What is the percentage improvement? If no, what must be done? Results Level M and E Questions: Does the Division improve its Major Final Output (MFO)? Source of Information and Data Information Requirements Method of Analysis Required Improved MFO/ Agency M & E Reports, Accomplishment Performance vs MFO Performance Measures reports
Guide Questions Did the division show an improvement in all performance indicators? What is the percentage improvement? If no, what must be done?
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CHAPTER 5 M&E REPORTING

5.1 M&E Reports M&E Reports are data-driven information that are needed for management decisions. The main outputs of the Division M&E process are: 1. Division Quarterly Accomplishment Report. This is a consolidation of the following documents/reports: a. District Quarterly Accomplishment Report. This is a consolidation of all the schools accomplishments for the quarter. The report shall also contain qualitative information on facilitating and hindering factors, implementation issues, lessons learned and sustainability measures. b. Quarterly Reports of Different Sections/Units in the Division. This is a consolidated quarter report on accomplishments of the different sections/units on the Division Office. The report shall also contain qualitative information on facilitating and hindering factors, implementation issues, lessons learned and sustainability measures. 2. Division Annual Accomplishment Report. This covers the Division's annual accomplishments versus the targets set in the DEDP/DAP. The report shall also contain qualitative information on facilitating and hindering factors, implementation issues, lessons learned and sustainability measures. The Division Annual Accomplishment Reports will feed to the Division Mid-Tem Accomplishment Report and the latter will be inputs for the preparation of the DEDP End of Cycle Report. 5.2 M & E Reporting Schedule M&E Reporting Schedule follows the organizational structure so that critical and valuable information are reported and disseminated. In this manner, timely and relevant information are available to management and stakeholders. The QAA M&E teams shall be guided by the following suggested M & E reporting schedule to ensure the submission of required reports on time:
ACTIVITY PERSON INVOLVED DsQMT, TA Providers DURATION Schedule of Activity Every visit to the school Every 3rd Friday of the last month of the quarter Every last week of the quarter before the DMEA Last week of the DQMT quarter before the DMEA Every last Friday of the last month of the quarter Every after the DMEA Every 1st day of the SDS, RQMT 1st month of the WHEN TO To WHOM SUBMIT REPORT Last week of DQMT every month
1. Data collection and analysis (monitoring activity at the district level) 2. District Regular Quarterly Review DsQMT, 1 day Cluster Heads 3. Writing the District Quarterly Accomplishment Report DsQMT 2 days
4. District Quarterly Accomplishment DsQMT Chair Report Submission 5. Division Regular Quarterly Review DQMT, 1 day SDS/ASDS, Section Heads 6. Writing the Division Quarterly DQMT 2 days Accomplishment Report 7. Division Quarterly DQMT Chair Accomplishment Report
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Submission 8. District Regular Annual Review following quarter DsQMT, 1 day Cluster Heads DsQMT 2 days Every 2nd Monday of April 2 days after the Annual Review Every 3rd Monday DQMT of April Every 4th Monday of April 2 days after the Annual Review Every last Friday of SDS, RQMT April 4th Monday of April (last 3 year cycle of the SIP) A week after the Terminal Review 1st week of May (last 3 year cycle of the SIP) 2nd week of May (on the third year of the DEDP) A week after the MidTerm Review Last week of May SDS, RQMT (on the third year of the DEDP) 2nd week of May (on the sixth year of the DEDP) A week after the DEDP End of Cycle Review Last week of May SDS, RQMT (on the third year of the DEDP) DQMT
9. Writing the District Annual Accomplishment Report 10. District Annual Accomplishment DsQMT Chair Report Submission 8. Division Regular Annual Review
9. Writing the Division Annual Accomplishment Report 10. Division Annual Accomplishment DQMT Chair Report Submission 11. SIP Terminal Review (SIP End of DsQMT, 1 day Cycle) District Consolidation Cluster Heads
DQMT, SDS, 1 day ASDS, Section Heads DQMT 2 days
12. Writing the SIP Terminal Review DsQMT 3 days Report 13. SIP Terminal Review Report DsQMT Chair Submission 14. DEDP Mid-Term Review (3-year DQMT, SDS, 3 days DEDP Implementation) ASDS, Section Heads 15. Writing the DEDP Mid-Term DQMT 4 days Review Report 16. Submission of the DEDP MidDQMT Chair Term Review Report 17. DEDP End of Cycle Review 18. Writing the DEDP End of Cycle Report DQMT, SDS, 4 days ASDS, Section Heads DQMT 4 days
16. Submission of the DEDP End of DQMT Chair Cycle Report
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ANNEXES
26
Annex 1:
Division M&E Implementation Matrix Progress M&E
BASIS OF M&E: MANAGEMENT DECISION POINTS A. Services to the Schools Do the TA providers RD, ARD, RO TA on SBM Knowledge & TDIS 1. Technical have the Knowledge SBM Coor, TDD; Implementati Skills of TA No. of TA Assistance & Skills on SBM? SDS, ASDS DO on providers on providers with Preparation of ( Quarter 2) SBM Cord. & TA SBM SBM training DO to provide Providers Actual SBM TA training programs attended Is the TA for SIP implementation efficient & effective? RD, ARD, RO TA on SBM Efficiency and Quarter School M&E SBM Coord, Effectiveness Report Implementati TDD; SDS, of SIP % of SIP on ASDS DO SBM Implementation accomplishment Cord. & TA Issues & concerns providers on SIP Implementation TA monthly Accomplishments Consolidated Issues & concerns on SIP Implementation DO plantilla and 212 File No of ES by specialization % of TA providers with SBM-related training Identify specific areas needing additional input DO M & E, SDS, ASDS, DQMTs & all DO Units M&E QUESTIONS PERSONS INTERESTED M&E TOPICS: INFORMATION REQUIREMENTS FOR THE QUARTER
SOURCE OF
INFORMATION
ANALYSIS
RESPONSIBLE UNIT FOR M & E
Average % of DO, M & E, accomplishments of SDS, ASDS, schools per District DQMTs & All DO (i.e. actual vs UNits targets) Reasons for balance Frequency of occurrence of common issues and seriousness of issues to derive Implications for TA
Does the division RD, ARD, RO Curriculum Availability of have specialist in SBM Coord, Manageme specialist per all learning areas? TDD; SDS, nt learning area (Quarter 2) ASDS DO SBM Cord. & TA providers Does the DO have KSA to provide TA on instructional supervision for SHs and PSDS? (Quarter 2) What are the issues encountered during the conduct of TA? RD, ARD, RO, Teaching & SBM Coor, Learning TDD; SDS, ASDS DO SBM Cord. & TA providers RD, ARD, RO Issues & Risks SBM Coord, regarding TDD; SDS, TA ASDS DO SBM Cord. & TA providers Knowledge, Skills & Attitude of School Heads and PSDS on Instructional Supervision
Specialization Profile DO M & E, SDS, of DO (% of ES by ASDS, DQMTs specialization) & all DO units Planning Officer HRMO % of TA providers DO M & E, SDS, with training on ASDS, DQMTs & Instructional all DO units Supervision
TDIS No. of TA providers with training on Instructional Supervision
Issues & Risks M & E Reports % of issues solved encountered in List of Issues & and resolved, the provision Risks unsolved at certain of TA level % of issues elevated to top management (region) Lessons M & E Reports identification of learned in the List of Lessons Lesson learned provision of TA Learned adopted & implemented
DO M & E, SDS, ASDS, DQMTs & all DO units TA Providers
RD, ARD, RO Lessons What are the learned Lessons learned SBM Coord, in providing TA to TDD; SDS, ASDS DO SBM schools? Cord. & TA
DO M & E, SDS, ASDS, DQMTs & all DO units TA Providers
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BASIS OF M&E: MANAGEMENT DECISION POINTS M&E QUESTIONS PERSONS INTERESTED providers 2. Programs & Projects DEDP based programs and Projects Implementation Does the DO have RD, adequate resources ARD, B & F, to implement the SDS, ASDS, Program & Projects? PPRD, RMSPPD Programs & Projects on Access & Quality & Relevance Status of Financial report utilization of Accomplishment resources reports Resource utilization vs. rate of achievement of Programs & Projects % of utilization DMEG, SDS, (expense vs ASDS, DQMTs budget) per budget & all DO units M&E TOPICS: INFORMATION REQUIREMENTS FOR THE QUARTER
SOURCE OF
INFORMATION
ANALYSIS
RD, ARD, B & Access & Is the DO F, SDS, ASDS, Quality & implementing Relevance Program & Projects PPRD, RMSPPD based on DEDP ? RD, Access & Are the program & Quality & projects delivered on ARD, B & F, SDS, ASDS, Relevance time? PPRD, RMSPPD Are the programs and projects delivered within the budget? What are the implementation issues and lesson learned regarding programs and projects/ 3. Resources Adequacy of resources provided and utilized by schools Does the division equitably deploy teachers in the schools? RD, ARD, B & Access & F, SDS, ASDS, Quality & PPRD, Relevance RMSPPD
Priority programs Accomplishment % of DEDP priority DMEG, SDS, & projects reports of programs & projects ASDS, DQMTs & accountable units implemented all DO units Priority programs Accomplishment % of priority DMEG, SDS, & projects reports of programs & projects ASDS, DQMTs & delivered as accountable units delivered on time all DO units scheduled Actual expenses Financial report vs budget on Accomplishment Programs & reports projects Implementation Accomplishment Issues reports Lessons List of issues & Learned concerns List of Lessons learned % of utilization of the budget (allocation vs utilization) Categorization of issues Identification of lessons learned adopted & implemented DMEG, SDS, ASDS, DQMTs & all DO units DMEG, SDS, ASDS, DQMTs & all DO units
RD, Access & ARD, B & F, Quality & SDS, ASDS, Relevance PPRD, RMSPPD
RD, ARD, B & F, SDS, ASDS, PPRD, RMSPPD; HR
Personnel Personnel deployment Allocation
Form 3 ( Monthly % of personnel DMEG, SDS, SHs report on required based on ASDS, DQMTs enrolment & needs & HR unit attendance) Match between actual Actual No of Number of teachers teachers in each and enrolment based school on national standards % of resources provided vs needed/required by schools DMEG, SDS, ASDS, DQMTs & all DO units
Does the division adequately provide : physical facilities learning resources MOOE & other funds in support of programs and projects in schools?
RD, Physical ARD, B & F, facilities SDS, ASDS, Learning PPRD, resources RMSPPD; HR MOOE and other funds
Equitable EBEIS/UIS allocation of Report of PFC on resources Physical Facilities Sufficiency of Report Supply funds Officer on Learning Resources Report of B&F unit on MOOE Report of LR on access of LR mats
What is the status of the resources in terms of: adequacy? relevance? distribution?
RD, ARD, B & Education Status of F, SDS, ASDS, Resources education PPRD, resource RMSPPD; HR requirements: available and use Status of available resource requirements List of additional
Status reports of % of education DMEG, SDS, education resource resources utilized ASDS, DQMTs requirements: vs. Available & all DO unit available and use % of available Status report of resource req. vs available resource unavailable resource requirements req.; List & number of % of additional additional resource resource needed vs. requirements Resource req.
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BASIS OF M&E: MANAGEMENT DECISION POINTS M&E QUESTIONS PERSONS INTERESTED M&E TOPICS: INFORMATION REQUIREMENTS FOR THE QUARTER resource requirements needed
SOURCE OF
INFORMATION needed
ANALYSIS
RD, ARD, B & Education Issues and Report of PFC on What are the F, SDS, ASDS, Resources concerns of Physical Facilities issues and PPRD, each DO Admin Report Supply Officer lessons learned RMSPPD; HR Units regarding on Learning on resource resource Resources distribution & support to Report of B&F unit utilization? implement on MOOE DEDP Report of LR on access of LR mats Lessons Learned Issues Lessons Learned DO Units quarterly reports of accomplishments
Categorization of Issues by type and resolution Number of Lessons Learned adopted and implemented
DMEG, SDS, ASDS, DQMTs & all DO units
B. Division Performance Does every DO unit RD, ARD, SDS, Division Performance ASDS, Effectivene level of each perform its targets 1. Division Planning, ss unit (as effectively: Effectiveness Dexecom reflected in the Promotional Staff performance Division Office Accounting Unit targets) effectiveness in Admin/Legal performing its role Personnel Section as an Planning organization? Supply Records Health & Nutrition
% of DMEG, SDS, accomplishments ASDS, DQMTs vs targets & all DO units
Division Issues and Accomplishment What are the issues RD, ARD, SDS, ASDS, Effectivenes concerns of Reports of DO units and risks Planning, s each DO units Cross-cut issues encountered by the Dexecom in the template DO units in performance of performing their their functions functions? What are the Lessons learned by the DO Units in performing their functions? 2. Division Resource Support Adequacy of resources provided to support DO units to perform their tasks? RD, ARD, SDS, Division Lessons ASDS, Effectivene Learned Planning, ss Dexecom
Categories of issues
Accomplishment Identified Lessons DMEG, SDS, Reports of DO units Learned adopted and ASDS, DQMTs Lessons Learned implemented & all DO units DO Units MOOE/allocation statement/ budget Status report of DO Units # Positions required Current staffing Status report of supplies & equipments available vs needed requirements % of utilization % unfilled positions % of existing vs needed req. % of supplies & equipments available vs needed req. DMEG, SDS, ASDS, DQMTs & all DO units
Are the resources RD, ARD, SDS, Division ASDS, Office provided to DO Planning, Resource units adequate? Dexecom Support
Resource allocation for every DO Units Personnel Equipment Supplies Activity Funds Status of resource utilization per DO units
RD, ARD, SDS, How are the ASDS, Division resources Office optimally used by Planning, Dexecom Resource the division? Support
and lessons learned on the resource
Status report of Resource resource utilization optimum per DO units utilization and Accomplishment its desired reports results Value added report
% of resources utilized vs targets % of gains more than the targets Categories of issues
What are the issues
RD, ARD, SDS, ASDS, Planning,
Division Office Resource
Issues & Risks
Issues template
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BASIS OF M&E: MANAGEMENT DECISION POINTS M&E QUESTIONS
acquisition & its utilization?
PERSONS INTERESTED Dexecom
M&E TOPICS: Support Division Office Resource Support
INFORMATION REQUIREMENTS FOR THE QUARTER
SOURCE OF
INFORMATION
ANALYSIS
RD, ARD, SDS, What are the ASDS, lessons learned on Planning, the resource Dexecom acquisition & its utilization?
Lessons Learned
Lessons Learned Template
Number of Lessons DMEG, SDS, Learned adopted ASDS, DQMTs and implemented & all DO units
Intermediate Results M&E Level

Areas on M&E Management Decision Points Information Requiremen ts (IR) Source of Information (Instruments)
M&E Questions
Persons Interested
M&E Topic
Method of Analysis
Responsible Unit for M&E
A. Services to the Schools 1. Technical Assistance Preparation of DO to provide TA 1. Did the TA providers improve their level of competence on SBM Implementation and Assessment? 2. Did the schools in the DO increase their % of SIP accomplishment? SDS, SH, Teachers, SBM coordinator ASDS, TA Providers RFTAT, ARD, RD SDS, SH, Teachers, SBM coordinator, external stakeholders, ASDA, RFTA, ARD, RD SDS, SH, Teachers ASDS, TA Providers SDS, SH, Teachers ASDS, TA Providers RFTA, ARD, RD SDS, SH, Teachers, SBM coordinator ASDS, TA Providers RFTA, ARD, RD SDS, SH, Teachers, SBM coordinator Curriculum Management SBM Implementati on and Assessment Level of competence of TA providers on SBM implementati on and Assessment Efficiency of SIP Implementati on OPES % of TA providers with improved competence SBM implementation and assessment Planning Unit, Div. M&E coordinator
Annual School M&E Report TA Annual accomplishme nt Report
% of schools with improved SIP Accomplishment
SH, Teachers, Div. M & E ES/Div. Coor. Planning Unit PSDS/CPs
3. Did the DO improve its performance in the DAT/RAT/NAT/A& E results? 4. Does the DO increase its # of teachers meeting NCBTS ? 5. What are the sustainability measures and best practices of the DO in providing TA? 6. What are the issues encountered
DO performance in the tests
Result of the tests
% of improved Planning Unit, performance in the Testing coordinator tests
Teaching & Learning
Number of schools with teachers meeting NCBTS Category of sustainability measures Identified best practices Issues encountered in the
Assessment result SPPD
% of teachers meeting NCBTS
SH, teachers Planning Unit T & D Unit
Sustainability Measures Best practices
M&E report
% of sustainability measures utilized per category
Div. M&E Coordinator Planning Unit TA Providers
Issues
M & E Reports Tracking Board of
% of issues solved Div. M&E and resolved, Coordinator unsolved at certain Planning Unit
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Areas on M&E Management Decision Points M&E Questions Persons Interested M&E Topic Information Requiremen ts (IR) provision of TA Source of Information (Instruments) Issues Method of Analysis Responsible Unit for M&E
during the conduct of TA?
ASDS, TA Providers RFTA, ARD, RD
level TA Providers % of issues elevated to top management (region) Classification as to technical, financial, environmental, institutional, political or social, cultural & gender % of Lesson learned adopted Div. M&E Coordinator Planning Unit TA Providers
7. What are the Lessons Learned in providing TA to schools?
SDS, SH, Teachers, SBM coordinator ASDS, TA Providers RFTA, ARD,
Lesson learned
Lessons learned in the provision of TA
M & E Reports Tracking Board of LL
2. Programs & Projects DEDP based programs and Projects Implementation 3. Resources 1. Do schools in the DO improve their performance in terms of: a. Drop-out rate b. Failure rate c. Achievement rate d. Retention rate e. Completion rate SDS, SH, Teachers, SBM coordinator, external stakeholders Access & Quality & Relevance Performance indicators e-BEIS Annual and Mid-term Accomplishme nt reports % of schools with improved performance in: a. Drop-out rate b. Failure rate c. Achievement rate f. Retention rate d. Completion rate Planning Unit
Resources
B. Division Performance 1. Division Effectivenes s 1. Does DO improve its performance vis--vis the targets? RD, SDS, external stakeholders Division Effectiveness Planned vis--vis the target e-BEIS Annual and Mid-term Accomplishme nt reports M&E report % improved in all performance indicators % of sustainability measures utilized per category % of Improved Major Final Output (MFO) (Agency Performance Measures) Planning Unit, M&E coordinator
2. What are the sustainability measures and best practices of the DO in providing TA? 2. Division Resource Support 3. Do DO personnel improve their KSA in performing their mandated and other related functions?
SDS, external stakeholders
Sustainability Measures Best practices
Category of sustainability measures Identified best practices Job description and designation
RD, SDS, external stakeholders
Division Resource Support
OPES M&E report
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Division M&E Handbook Results Level:

Areas on M&E Managemen t Decision Points Persons Interested For Decision Making Information Requirements (R level)
M&E Questions
Source of Information
Method of Analysis
Responsible Unit for M&E
A. Services to Schools 1. Technical Assistance Does the Division have schools with improved SBM level of practice? RD, ARD, RFTA SDS ASDS TA Providers Planning Officer SBM Coordinator Federated PTCA RD, ARD, RFTA SDS ASDS TA Providers Planning Officer SBM Coordinator Federated PTCA Improved SBM Level of Practice of schools EBEIS % of schools with improved SBM level of practice from: Level 1 to Level 2 Level 2 to Level 3 by district % of Districts with increased number of: c) schools able to improve the achievement of Gr. VI pupils in the NAT d) schools able to improve the achievement of 2nd year high school in the NAT e) ALS learners passing the functional literacy test/A&E Test % of districts with improved performance indicators: Access/Participatio n Retention Completion Achievement Performance vs resources utilized DQMT DsQMT Div. M & E Planning Officer SBM Coordinator Federated PTCA
Does the Division have improved functional literacy based on national achievement test results of target grades/year levels and on A&E?
Improved functional literacy
EBEIS, ALS Accomplishmen t Report M&E Report
2. Programs and Projects
Does the Division have improved performance indicators?
RD SDS TA Providers Planning Officer LGU- Province Federated PTCA
Improved performance indicators: Access/ Participation Retention Completion Achievement Correlation of resources and performance
EBEIS
DQMT DsQMT
3. Resources
Is the performance worth the resources utilized?
RD SDS TA Providers LGU- Province Federated PTCA
M & E Reports, Accomplishmen t Reports, Financial Reports,
DQMT DsQMT
B. Division Performance Does the Division have improved its MFO? RD SDS TA Providers LGU- Province Improved MFO (Agency Performance Measures) M & E Reports, Accomplishmen t reports Performance vs MFO DQMT
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ANNEX 2
DIVISION M&E T OOLS
CONTENTS A A.1 A.2 A.3 A.4 A.5 DATA CAPTURE M&E TOOLS PHYSICAL ACCOMPLISHMENT TEMPLATE FOR TA PROVIDERS TRACKING TEMPLATE FOR FINDINGS OF TA PROVIDERS TRACKING BOARD OF FUNCTIONAL/WORK UNITS ACCOMPLISHMENTS (MONTHLY) TRACKING BOARD OF WORK UNITS ACCOMPLISHMENTS (ANNUAL)
ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
PAGE
B B.1 B.2 B.3 C. C.1 C.2
Part A: Issues/Problems and Concerns Log PART B - LOG SHEET ON RESOLUTION OF ISSUES PART C - LOG SHEET ON R SUSTAINABILITY MEASURES PART D - LOG SHEET ON LESSONS LEARNED CONSOLIDATION TOOLS SIP-AIP PHYSICAL ACCOMPLISHMENT TRACKING FORM (MONTHLY/QUARTERLY) SIP-AIP PHYSICAL ACCOMPLISHMENT TRACKING FORM (ANNUAL/AIP) SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS REPORT TEMPLATES for QMT M&E Report Template of QMT (Monthly) M&E Report Template of QMT (Quarter/Annual)
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Division M&E Handbook A.1 DATA CAPTURE This template is used to track monthly accomplishment of the members of the TA Providers vis--vis the Technical Assistance (TA) Plan. The first two columns should be filled-out before implementing the TA Plan while the remaining columns after its implementation. PHYSICAL OUTPUT TRACKING FORM For the Month of _______ 20___ Name of TA Provider: ___________________ PLANNED/TARGETS Content Area QTY A. Services to School: 1. Technical Assistance A. SBM Implementation a.1 SIP Preparation a.2 SIP Implementation Etc./more . MOV DATE ACCOMPLISHM ENT QTY. % BALANCE (Quantity) Reasons for Balance Actions to Be Taken
A.2
This template is used to capture the findings of the TA Providers both quantitative and qualitative. Qualitative data shall include issues met by the clienteles that could be one of the basis for identifying areas for TA support, sustainability measures, lessons learned and promising practices. It can also be used to validate the M&E reports of the districts and schools. TRACKING FORM ON THE FINDINGS BOTH QUANTITATIVE AND QUALITATIVE AND RECOMMENDATIONS For the Month of , 20____
Name of TA Provider: _____________ FINDINGS QUALITATTIVE CONTENT AREA QUANTITATIVE ISSUES Within Control Beyond Control (For TA) SUSTAINABILI TY MEASURES LESSONS LEARNED/ PROMISING PRACTICES RECOMMENDATI ONS
A. Services to School: 1. Technical Assistance SBM Implementation a.1 SIP Preparation a.2 SIP Implementation Etc./more .
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Division M&E Handbook A.3 This template tracks monthly accomplishment of functional units/sections in the division vis--vis the Work Plan. TRACKING BOARD OF FUNCTIONAL/WORK UNITS ACCOMPLISHMENTS MONTHLY MONTH: ___________ YEAR: ___________ REMARKS WORK PROGRAM ACCOMPLISHTARGET % ACCOM. BALANCE (E.G. REASONS FOR OUTPUTS MENT VARIANCE)
FUNCTIONAL / WORK UNIT
A.4
This tool records the cumulative accomplishment of the Functional Units/Sections for a year. TRACKING BOARD OF WORK UNITS ACCOMPLISHMENTS ANNUAL
Year: FUNCTIONAL UNIT/SECTION WORK PROGRAM OUTPUTS STATUS PER MONTH M5 M6 M7 M8 M9 AVE.
M1 M2 M3 M4
M10 M11 M12
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Division M&E Handbook A.5 These templates record the issues/problems/concerns, sustainability measures and lessons learned. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG Part A: Issues/Problems and Concerns Log Report Period: ISSUES LOG Instructions: List the issues/problems/concerns you have encountered during the period (Annual, Quarter or Monthly) that have caused the non-achievement or delay of the deliverables/targeted outputs. You may write the issue/problem related to any of the categories below.
CHALLENGES/ ISSUES ENCOUNTERED By Categories
STRATEGIES OR TECHNIQUES
USED TO IMPLEMENT PROGRAM OR PROJECT
Actions taken to RESOLVE the Issue:
Unit/Person
WORKING RELATIONSHIPS
BETWEEN AND AMONG THE IMPLEMENTATION TEAMS
GENERATION AND
UTILIZATION OF FUNDS / RESOURCES
STAKEHOLDERS
PARTICIPATION
Other factors outside environment
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Division M&E Handbook ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG PART B - LOG SHEET ON RESOLUTION OF ISSUES INSTRUCTIONS FOR THE QMT: Take and analyze each of the issues listed in Part A as to whether they have been resolved/addressed. Write in Column 1 these resolved issues and in Column 2, the solution applied. In Column 3, list the issues which are beyond the schools control and which will need the assistance of the division for its resolution. 1 ISSUES RESOLVED 2 SOLUTION APPLIED 3 ISSUES NEEDING ASSISTANCE 4 REMARKS
NOTE: USE ADDITIONAL PAGES IF NEEDED ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG PART C - LOG SHEET ON R SUSTAINABILITY MEASURES INSTRUCTIONS: Study the list of sustainability measures applied in the implementation of projects/programs given in Column 1. Choose from those given what the functional unit/section has applied during the period to sustain the school projects/programs. Indicate in Column 2 the specific action done in applying any of the sustainability measures. In Column 4, indicate the result of applying such a strategy.
1 SUSTAINABILITY MEASURES 1. Fit w/in partner govt policies Objectives and activities which fit with Partner Government policies have much better prospect for sustainability as they are more likely to have high-level political and institutional support both during implementation and beyond. 2. Participation The critical factor in promoting sustainability is the role of the stakeholders; i.e. those directly concerned with the program or project. Sustainability cannot be achieved without their involvement and support. Ideas are demand-led Stakeholders, both men and women should actively participate and have the opportunity to influence the direction and detail of implementation. Time and resources are available for participatory analysis. 2 ACTION TAKEN TO APPLY
STRATEGY
3 RESULT OF STRATEGY
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1 SUSTAINABILITY MEASURES 3. Management & Organization Integrate with and build on local management structures. Work with counterparts who are existing in school Teamwork approaches are emphasized. Permit some flexibility in implementation as lessons are learned 4. Integrate & Build on Govt Operations & Processes Activities should integrate with and build on existing government operations, processes systems and performance monitoring wherever possible. Use available information sources wherever possible. This not only builds on existing processes so that capacity building has a better chance of being sustained post-project but also minimizes workload and demand on stakeholders in providing information 5. Counterpart Contribution Counterpart contributions, either in cash or in kind (like counterpart staff and office space) are a sign of commitment and demonstrate in a tangible way, that partners place value on the expected benefits. 6. Training The provision of appropriate training for identified target groups is a key strategy for achieving sustainable benefits. Effective training should not only educate but also motivate. Trainees must be selected on merit and include both men and women. Trainees must be given the opportunity to apply newly acquired skills on completion of training. 7. Information dissemination & Networking Generating an understanding of SIP and support for the projects objectives among a wide group of stakeholders should be a component of any sustainability strategy. It can include the use of many types of different media and group events. 8. Technology To promote sustainability the technology to be transferred must be selected on the basis of its appropriateness in terms of technical and financial criteria, plus social, gender and cultural acceptability. Training to support the introduction of any new technology should be relevant and appropriate. 9. Social, Gender & Culture Development interventions can fail to deliver sustainable benefits if social, gender and cultural issues are not taken into account. A greater participation by girls in identification, design and decision-making is a key part of any sustainable strategy 10. External Political & Economic factor 11. Anti-Fraud & Corrupt Strategy 12. Other Sustainability measures identified 2 ACTION TAKEN TO APPLY
STRATEGY
3 RESULT OF STRATEGY
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ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG PART D - LOG SHEET ON LESSONS LEARNED
INSTRUCTIONS: Write in Column 1 those experiences/ factors which have been productive, useful or influencing the successful achievement of outputs. In Column 2, indicate those which have caused delay or unsuccessful delivery of the planned target. In Column 3, write the Lessons Learned derived from both facilitating and hindering factors. Lessons learned from facilitating factors are stated as values/ good practices/ principles. Lessons learned from hindering factors are stated as what could have been LESSONS LEARNED LOG 1 FACILITATING FACTORS 2 HINDERING FACTORS 3 LESSONS LEARNED
NOTE: USE ADDITIONAL PAGES IF NEEDED B. CONSOLIDATION TOOLS B.1. This template records the monthly/quarterly consolidated data of the SIP-AIP Physical Accomplishment of the schools/districts. SIP-AIP PHYSICAL ACCOMPLISHMENT TRACKING FORM Division: Month/Quarter:
.
________________________________________
School Year: % BUDGET FINANCIAL TARGET EXPENDITURE %
DISTRICT
TARGET
PHYSICAL OUTPUT ACTUAL
NOTE: Write only those outputs with physical and financial targets.
LEGEND: % - Percentage of Accomplishment = (Target divided by Actual) x 100
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Division M&E Handbook B.2 This template records the annual consolidated data of the SIP-AIP Physical Accomplishment of the schools/districts. SIP-AIP PHYSICAL ACCOMPLISHMENT TRACKING FORM ANNUAL Division: Evaluation Period (Please check): AIP Year 1 AIP Year 2 Year: AIP Year 3
OBJECTIVES: The SIP-AIP Physical Output Tracking Form is meant to help: a. Determine the quarterly progress of the school based on the planned annual (AIP) targets b. Articulate the adjusted target of the school given the end of quarter status c. Calculate the percentage of annual accomplishment versus the planned annual targets d. Capture the unprogrammed / unplanned outputs of the school based on emerging requirements B.3 This template records the yearly consolidated data of the SIP-AIP Physical Accomplishment of the schools/districts for the 3-year SIP Cycle. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS PHYSICAL OUTPUT FINANCIAL YEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3 SCHOOL/DISTRICT % % % % % % Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Done Done Done Done Done Done
NOTE: USE ADDITIONAL PAGES IF NEEDED
C. REPORTING TEMPLATES FOR QMT
40

MONTHLY M&E REPORT OF DIVISION/DISTRICT QMT MONTH AND YEAR:_______________ INTRODUCTION:
FINDINGS A. TA PROVIDERS, FUNCTIONAL UNITS/SECTIONS AND SIP-AIP IMPLEMENTATION A.1. PHYSICAL OUTPUTS 1. 2. A.2. FINANCIAL REPORT 1. 2. A.3. BALANCE AND GAPS 1. 2. B. OTHER PROJECTS (IF APPLICABLE) B.1. TRAINING & DEVELOPMENT 1. 2. B.2. LEARNING RESOURCES (FOR SIP-AIP IMPLEMENTATION) 1. 2. B.3. OTHERS 1. 2. C. QUALITATIVE INFORMATION C.1. ISSUES AND CONCERNS 1. 2. C.2. SUSTAINABILITY MEASURES APPLIED 1. 2. C.3. LESSONS LEARNED 1. 2. RECOMMENDATIONS 1. 2. 3.
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M&E REPORT OF DIVISION QMT QUARTER AND YEAR: _______________________ INTRODUCTION:
FINDINGS A. TA PROVIDERS, FUNCTIONAL UNITS/SECTIONS SIP-AIP IMPLEMENTATION A.1. PHYSICAL OUTPUTS 1. 2. A.2. FINANCIAL REPORT 1. 2. A.3. BALANCE AND GAPS 1. 2. B. OTHER PROJECTS (IF APPLICABLE) B.1. TRAINING & DEVELOPMENT 1. 2. B.2. LEARNING RESOURCES (FOR SIP-AIP IMPLEMENTATION) 1. 2. B.3. OTHERS 1. 2. C. QUALITATIVE INFORMATION C.1. ISSUES AND CONCERNS 1. 2. C.2. SUSTAINABILITY MEASURES APPLIED 1. 2. C.3. LESSONS LEARNED 1. 2. D. PROGRESS ON INTERMEDIATE RESULTS D.1. ENROLMENT 1. 2. D.2. DROP-OUT DURING THE QUARTER/YEAR 1. 2.
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D.3. FAILURES DURING THE QUARTER/YEAR 1. 2.
RECOMMENDATIONS 1. 2. 3. 4.
PREPARED BY: NAMES POSITION / UNIT SIGNATURES
DATE: ______________________________
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Division M&E Handbook

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