This is ANSA-EAP's online channel for commentary and reflection on social accountability issues, as well as on interconnected issues of corruption, governance, and citizen participation. All articles in VOICES represent opinions of the individual writers. They do not necessarily reflect the opinions of ANSA-EAP and its partners. ANSA-EAP is also not responsible for the accuracy of information in these articles.
Showing posts with label Philippines. Show all posts
Showing posts with label Philippines. Show all posts
11 October 2013
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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