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.

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.

Multi-level Teachers: Heroes of Modern Times

By: Ma. Caroline R. Belisario

The Mynah bird that kept saying “Good morning! …Pangit…ang pangit mo [ugly, you are ugly]!” was somehow invading my deep slumber.  Realizing, that it was not a dream but the talking Mynah bird at the hotel courtyard signalling the guests that morning has come, I quickly jumped from the bed to check my alarm.  It was 7:08am and I overslept!  Without skipping a heartbeat, I jumped into the shower and quickly dressed.  Never minding to comb my hair, I quickly went to the hotel lobby to meet my team mates.  Engineer Rene Brasuela and Mariano “Yano” Grifalda were waiting patiently for me at the lobby.  Our call time was 7:00 am and I was half an hour late!  Yano turned and reminded me “Maam,  hindi ka pa nagsusuklay…[you haven’t brushed your hair] …” I quickly dismissed that comment and said, “Yes, I know…sa van nalang…[will do it at the van]”  We proceeded to our waiting van and made our way to Maragusan, the summer capital of Compostela Valley for our field monitoring visits.

The roads leading to Maragusan was quite challenging - winding and rock-laden path followed the curve and slopes of the mountains, I could tell that I was once again in for another brain shaking, head bobbing ride.   We picked up Delo, the Area Volunteer Coordinator at Maragusan Central Elementary School and made our way to New Albay National High School.  Our adventure began when our vehicle got stuck in the river and we had to roll up our pants, remove our shoes and pushed the van near the embankment.  Yet, with our firm resolve to conduct the monitoring visits and beginning inventory, we managed to arrive at our first destination and began our work.  I thought to myself, “well, that was not bad…my pants are soaking wet, but we are still fine…” 

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.

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.

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