The Bantay Eskwela 2012 targets to saturate schools in the Davao Region and hopes to propagate the monitoring framework in 183 communities. Davao del Sur is one of the six target areas of the Bantay Eskwela project.
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Showing posts with label Bantay Eskuwela. Show all posts
Showing posts with label Bantay Eskuwela. Show all posts
14 October 2012
Bantay Eskuwela Davao Volunteers on the go…
by Ace Carbonilla
Monitoring of school buildings and armchair delivery is very challenging especially if we don’t have the knowledge on the technical aspects of the projects. It takes a lot of time to learn the process of monitoring these projects. But this time, through the help of the Bantay Eskwela Initiative, everybody can monitor these kinds of projects. Bantay Eskwela empowers local stakeholders in monitoring the contract implementation of school buildings and armchairs. Monitoring is not a fault finding activity but a partnership between government and stakeholders to assure the right quality and quantity of the project.
The Bantay Eskwela 2012 targets to saturate schools in the Davao Region and hopes to propagate the monitoring framework in 183 communities. Davao del Sur is one of the six target areas of the Bantay Eskwela project.
The Bantay Eskwela 2012 targets to saturate schools in the Davao Region and hopes to propagate the monitoring framework in 183 communities. Davao del Sur is one of the six target areas of the Bantay Eskwela project.
09 October 2012
Bantay Eskuwela Starts to Spread Out
by Rene Brasuela
The Bantay Eskuwela (BE) Initiative is a constructive engagement between the Department of Education (DepEd) and Civil Society Organization (CSO). The first BE was initiated by Procurement Watch Inc. (PWI) focused in monitoring the implementation of the procurement of School armchairs. This initiative was piloted in seven pilot sites in Bulacan, Tagbilaran, Ilocos Norte, Quezon City, Rizal and Davao City. The result became very successful.
The BE framework was replicated in the second run by monitoring the repair and rehabilitation of school buildings damaged by typhoon “Ondoy” in Metro Manila. Using the same concept and approaches, the PTAs and community in the different project recipient schools were tapped and served as the school-based volunteer monitors. This was again very successful due to the participation of the volunteer monitors. With their vigilant monitoring, many uninstalled materials were recovered and diverted the corresponding cost into additional works.
The Bantay Eskuwela (BE) Initiative is a constructive engagement between the Department of Education (DepEd) and Civil Society Organization (CSO). The first BE was initiated by Procurement Watch Inc. (PWI) focused in monitoring the implementation of the procurement of School armchairs. This initiative was piloted in seven pilot sites in Bulacan, Tagbilaran, Ilocos Norte, Quezon City, Rizal and Davao City. The result became very successful.The BE framework was replicated in the second run by monitoring the repair and rehabilitation of school buildings damaged by typhoon “Ondoy” in Metro Manila. Using the same concept and approaches, the PTAs and community in the different project recipient schools were tapped and served as the school-based volunteer monitors. This was again very successful due to the participation of the volunteer monitors. With their vigilant monitoring, many uninstalled materials were recovered and diverted the corresponding cost into additional works.
06 August 2012
Insufficient Armchairs
By: Eucensio B. Carbonilla
Education nowadays is a very important solution against poverty. Education is everybody’s foundation to attain success in life. But all of this is impossible to achieve if schools are not equipped with the materials and facilities needed by the students. In essence, education is one way to minimize poverty.
As a civil society organization in partnership with the Department of Education, the SBMC-CORE team visited some schools in Don Marcelino, Davao del Sur. Don Marcelino is a third class municipality in the province of Davao del Sur. According to the 01 May 2010 census, it has a population of 41,942 people and is composed of 15 barangays. Barangay Baluntaya is found in Don Marcelino. Baluntaya Elementary School and Don Marcelino National High School can be found in this remote barangay.
As a civil society organization in partnership with the Department of Education, the SBMC-CORE team visited some schools in Don Marcelino, Davao del Sur. Don Marcelino is a third class municipality in the province of Davao del Sur. According to the 01 May 2010 census, it has a population of 41,942 people and is composed of 15 barangays. Barangay Baluntaya is found in Don Marcelino. Baluntaya Elementary School and Don Marcelino National High School can be found in this remote barangay.
30 July 2012
The Immediate Positive Impact of SBMC-CoRE Advocacy
By: Renato Brasuela
The Project Implementation Team (PIT) of the School-Based Management and Community – Collaboration for Reform in Education (SBMC-CORE) headed by Ms. Caroline Belisario, PIT team leader went in the Division of Compostela Valley on 13 June 2012 particularly in the municipality of Maragusan where 4 schools covered by the project is located. Going to Maragusan was not easy. You have to pass through a long, rugged, and winding road in order to reach the town proper.
When the team arrived at Maragusan, we went to the New Albay National High School. Along our way, we needed to cross a river. Unfortunately, our vehicle stalled in the middle of the rising river. To get it out, we had to remove our shoes to push the vehicle. Given our combined strength, we only succeeded to push the vehicle near the embankment of the river. The sand beneath the vehicle was loose and the van’s tires weren’t able to get better traction. The area volunteer coordinator called for help from the barangay officials. In time, a truck came to pull our vehicle to the road.
The Project Implementation Team (PIT) of the School-Based Management and Community – Collaboration for Reform in Education (SBMC-CORE) headed by Ms. Caroline Belisario, PIT team leader went in the Division of Compostela Valley on 13 June 2012 particularly in the municipality of Maragusan where 4 schools covered by the project is located. Going to Maragusan was not easy. You have to pass through a long, rugged, and winding road in order to reach the town proper.
23 July 2012
A Classroom Without Walls
By Yolanda C. Vicente
I was on my way to the last school for the day, San Remegio Elementary School at Kaputian District in the Island Garden City of Samal (IGACOS). This was my first time to visit the school since the start of the SBMC-CoRE (School Based Management and Community Collaboration on Reforms in Education) project implementation in IGACOS. Before my scheduled visit, I tried to contact the principal several times to invite him to attend the orientation. Unfortunately, there was no response from him. I was told that communication signals were at best intermittent within their locality.
As I entered the premises, I saw two classrooms filled with teachers and students. I also saw parents chatting with one another while waiting for their children’s dismissal from school. Further along, I saw a small nipa hut (kubo) near the school building caught my attention. It had at least 30 students under its roof. The make-shift classroom’s walls were the green and lush field around it. A black board stood in front, while the children squeezed themselves on the hut’s benches and chairs. The hut was cramped and there were no decent armchairs to sit and write on
I was on my way to the last school for the day, San Remegio Elementary School at Kaputian District in the Island Garden City of Samal (IGACOS). This was my first time to visit the school since the start of the SBMC-CoRE (School Based Management and Community Collaboration on Reforms in Education) project implementation in IGACOS. Before my scheduled visit, I tried to contact the principal several times to invite him to attend the orientation. Unfortunately, there was no response from him. I was told that communication signals were at best intermittent within their locality.
As I entered the premises, I saw two classrooms filled with teachers and students. I also saw parents chatting with one another while waiting for their children’s dismissal from school. Further along, I saw a small nipa hut (kubo) near the school building caught my attention. It had at least 30 students under its roof. The make-shift classroom’s walls were the green and lush field around it. A black board stood in front, while the children squeezed themselves on the hut’s benches and chairs. The hut was cramped and there were no decent armchairs to sit and write on
16 July 2012
School-Based Procurement Monitors: Friend or Foe?
By Riza Halili
School-based procurement monitors are community members who voluntarily monitor if education services, like school buildings and armchairs, constructed or delivered to the school are in accordance to set specifications and quality. They use DepEd specifications (Program of Works and Plans for school buildings and technical specifications for armchairs) in order to assess the completeness and overall quality of the services their children, grandchildren, nieces, or nephews would be using everyday at their second home, the school.
But, why are they needed? Are they really necessary? Doesn’t DepEd have its own arm of engineers and staff as its monitoring and evaluation branch? Wouldn’t these school-based monitors just be stepping on the toes of DepEd authorities?
School-based procurement monitors are community members who voluntarily monitor if education services, like school buildings and armchairs, constructed or delivered to the school are in accordance to set specifications and quality. They use DepEd specifications (Program of Works and Plans for school buildings and technical specifications for armchairs) in order to assess the completeness and overall quality of the services their children, grandchildren, nieces, or nephews would be using everyday at their second home, the school.
But, why are they needed? Are they really necessary? Doesn’t DepEd have its own arm of engineers and staff as its monitoring and evaluation branch? Wouldn’t these school-based monitors just be stepping on the toes of DepEd authorities?
18 June 2012
The Long and Winding Off-Road . . .
By: Caroline R. Belisario
After traveling to what seems like an eternity to me, I caught myself thinking (in between power naps and a tiresome bobbing head movement) about the quality of school classrooms constructed in Patel, Davao del Norte that Tuesday morning of 15 May. A one-lane path we were traversing that morning was long, winding, muddy, uneven, and had falling rocks on both embankments – proof that a landslide recently occurred. “Who in their right mind, would want to take on a construction job at Patel Elementary School?” was my initial thought. “Did they manage to finish the task?” was a question that I would soon find out.
At the side of the road, a sign read that we were about to enter a Conflict Affected Area. Still we moved forward. Finally, after nearly two hours, we reached our destination. Upon arrival, we were warmly greeted by Datu Laris, the Tribal Elder in that community.
I looked around and observed that I was among the poorest of the poor communities. A sari-sari store selling sundries and snacks was situated across the school grounds. It appeared to be the only store in the whole village. Nipa houses surrounding Patel Elementary School seemed to have no access to electricity, all except one house at the end of the lane that had a generator to power the owner’s karaoke machine. There were no carinderias (canteens) by the road side either. There was however, a basketball half-court that probably serves a myriad functions – a multi-purpose area for informal gatherings and perhaps a solar dryer for the villager’s crops.
After traveling to what seems like an eternity to me, I caught myself thinking (in between power naps and a tiresome bobbing head movement) about the quality of school classrooms constructed in Patel, Davao del Norte that Tuesday morning of 15 May. A one-lane path we were traversing that morning was long, winding, muddy, uneven, and had falling rocks on both embankments – proof that a landslide recently occurred. “Who in their right mind, would want to take on a construction job at Patel Elementary School?” was my initial thought. “Did they manage to finish the task?” was a question that I would soon find out.
At the side of the road, a sign read that we were about to enter a Conflict Affected Area. Still we moved forward. Finally, after nearly two hours, we reached our destination. Upon arrival, we were warmly greeted by Datu Laris, the Tribal Elder in that community.I looked around and observed that I was among the poorest of the poor communities. A sari-sari store selling sundries and snacks was situated across the school grounds. It appeared to be the only store in the whole village. Nipa houses surrounding Patel Elementary School seemed to have no access to electricity, all except one house at the end of the lane that had a generator to power the owner’s karaoke machine. There were no carinderias (canteens) by the road side either. There was however, a basketball half-court that probably serves a myriad functions – a multi-purpose area for informal gatherings and perhaps a solar dryer for the villager’s crops.
06 June 2012
Bantay Eskuwela Ambassador
By Riza Halili
Going to Marahan, Davao City is just like taking a scenic road trip to Baguio with a breathtaking view of the mountains, trees, and the clear blue sky. It took us almost two hours to reach the Marahan East Primary School from Davao City proper. It was a school with only four classrooms and being a primary school, its levels ranged from kinder to Grade 6, with only a few students in each level. It was here that we met Ms. Ann Velez, the high spirited and dedicated principal of the school.
As we’ve done in around 15 other schools before this one, we conducted the Bantay Eskuwela orientation on monitoring school armchairs and school buildings. Ms. Velez was so enthusiastic about the initiative and even participated in the armchair inspection activities herself. After which, we bid our good-byes as we had to visit 3 more schools for the orientation. Just as we were about to leave, Ms. Velez asked if she could ride with us back to the city, and of course we didn’t mind.
Going to Marahan, Davao City is just like taking a scenic road trip to Baguio with a breathtaking view of the mountains, trees, and the clear blue sky. It took us almost two hours to reach the Marahan East Primary School from Davao City proper. It was a school with only four classrooms and being a primary school, its levels ranged from kinder to Grade 6, with only a few students in each level. It was here that we met Ms. Ann Velez, the high spirited and dedicated principal of the school.
As we’ve done in around 15 other schools before this one, we conducted the Bantay Eskuwela orientation on monitoring school armchairs and school buildings. Ms. Velez was so enthusiastic about the initiative and even participated in the armchair inspection activities herself. After which, we bid our good-byes as we had to visit 3 more schools for the orientation. Just as we were about to leave, Ms. Velez asked if she could ride with us back to the city, and of course we didn’t mind.
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