VIRTUAL ORIENTATION ON DIVISION MONITORING

AND EVALUATION PLAN ADJUSTMENTS

APRIL 19, 2021

MERTHEL M. EVARDOME, CESO V
SCHOOLS DIVISION SUPERINTENDENT
 OBJECTIVES
• Discuss the basic principles of
DMEPA technology
• Identify the major bottlenecks in the
delivery of basic education services
that prevents schools and learnings
centers from getting all school age
children to school, keep them in
school, and ensuring all children
who are in school to acquire quality
learning
 OBJECTIVES

Agree on scope of technical assistance the SDO

will provide to schools/districts that are related
to improving access, quality and governance

Discuss proper utilization of varied quantitative

and qualitative M & E tools for effective DMEPA
implementation at all levels and sections
 OBJECTIVES

Discuss DMEPA process from schools to SDO vis-à-vis

institutionalization of DMEPA

Formulate contextualized M & E plan based on the Annual

Improvement Plan (AIP) of schools, districts and SDO as
major focus of DMEPA in capturing operational concerns
 OBJECTIVES

Develop deeper understanding on the essentials of MEPA

technology in the implementation of AIP, related PPAs, full
institutionalization of SBM in gearing up K to 12 and as a
mechanism in the formulation of SDO Technical Assistance Plan to
school vis-à-vis accelerating access, quality and governance of
basic education
 D M E PA G U I D E L I N E S : R AT I O N A L E

WHY § Respond to the demands and/or

DMEPA unique learning needs of all types
of learners;

§ Review the responsiveness and

effectiveness of education
programs and organizational
systems to improving access,
quality, and governance of basic
education services

CRN 44 100 18 93 0045

 D M E PA G U I D E L I N E S : R AT I O N A L E

WHY § Address bottlenecks or issues in the

basic education services that are
DMEPA caused by one-size fits all policies,
limitations in the program design,
inefficiencies in the support
systems, and/or simply the lack of
demand-responsive policies

§ Be more demand responsive rather

than supply (program) driven

CRN 44 100 18 93 0045

 D M E PA G U I D E L I N E S : R AT I O N A L E

WHY § Facilitate more inclusive programs

DMEPA and more efficient support systems

§ track the progress of the division,

districts, and schools in its delivery
of education services as well as its
performance as an organization

CRN 44 100 18 93 0045

 D M E PA G U I D E L I N E S : R AT I O N A L E

WHY § provide division management

and technical/functional units
DMEPA information on the
implementation and
achievement of
division/district/schools’ PPAs

§ adjust approaches and strategies

that will ensure proper allocation
and equitable distribution, easy
access, effective and optimal use
of resources
CRN 44 100 18 93 0045
 D M E PA G U I D E L I N E S : R AT I O N A L E

WHY
§ establish information system as basis
DMEPA for determining appropriate strategy
to improve organizational
performance

§ strengthen collective actions to serve

better the districts and schools

CRN 44 100 18 93 0045

• Organizational performance –
involves analyzing an
organization’s performance
against its objectives and goals.
It comprises real results or
outputs compared with intended
outputs.
• 3Ps – people, product, process
• Organizational effectiveness can be defined as
the efficiency with which an organization is
able to meet its objectives ….. Highly effective
organizations exhibit strengths across five
areas: leadership, decision-making and
structure, people, work processes and systems
and culture. How an organization produces its
set quota of products, how much waste it
produces, how efficient its processes
 Why is organizational effectiveness
important? The benefits of effectiveness in an
organization can include improved: employee
engagement and performance. Employee
productivity is directly tied to the outcomes
and performance of individual units. This, in
turn, affects the organizational performance.
DIVISION MONITORING AND EVALUATION TEAM (DMET)
MERTHEL M. EVARDOME
NICOLAS M. BURGOS NADINE C. CELINDRO

ACCESS QUALITY GOVERNANCE

DIVISION FIELD TECHNICAL ASSISTANCE TEAMS (DFTATS)

WHY MONITOR
ACTIVITIES?
• Tracks inputs and outputs and compares
them to plan
• Identifies and addresses problems
• Ensures effective use of resources
• Ensures quality and learning to improve
activities and services
• Strengthens accountability
• Program is going in right direction as
planned

This Photo by Unknown Author is licensed under CC BY-NC

WHY EVALUATE
ACTIVITIES?
• Determines program effectiveness
• Shows impact
• Strengthens financial responses and accountability
• Promotes a learning culture focused on service
improvement
• Promotes replication of successful interventions
OBJECTIVES IN SUPPORT OF THE
OVERALL PURPOSE OF M & E

• 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/institutionalizin
g programs and projects based on
the merit of the results
OBJECTIVES IN
SUPPORT OF • Provide the division
THE OVERALL
PURPOSE M & E 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
 OBJECTIVES IN SUPPORT OF THE OVERALL PURPOSE M & E

• 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
 COMMON M & E
MISTAKES
• gathering too many data but making little
and timely adjustments or decisions
• strategic planning is undertaken without
the benefit of lessons and insights from
evaluation findings. Planning is
commonly undertaken without really
looking back and assessing what went
well and what went wrong
 COMMON M & E
MISTAKES
• same programs, same problems. The
ability to think “outside” the box is lost with
the absence of M & E. There is general
tendency for planners and implementers to
always pursue the “tried and tested”
programs simply because they already have
developed the “expertise”. But the absence
of information, insights and feedback
generated from M & E system takes its toll
to implementers. These leads to same
programs same problems
COMMON M & E
MISTAKES
• late response to operational issues
and difficulties. Many difficulties in
the operations can be mitigated and/or
solved if data and information are
accurate and available on time
• inefficient usage of resources. No M
& E system leads to wastage of
resources
 TYPICAL M & E FRAMEWORK
Level Description Frequency
Inputs Resources that are put into the project. Lead to the Continuous
achievement of the outputs
Outputs Activities or services that the project is providing. Quarterly
Outputs lead to outcomes.
Outcomes Changes in behaviors or skills as a result of the 2 – 3 years (short to
implemented project. Outcomes are anticipated to lead medium term)
to impacts.
Impacts Measurable changes on achievement, quality and 3 - 5 years (long
efficiency of programs and services. Impact results are term)
effects of the intervention
 INTERMEDIATE OUTCOMES
Organizational Access to Basic Education Improved Quality of Basic Education Improved
Outcomes
Outcome Indicators 100% Participation Rate of age 5 in 100% Grade 1 Readiness Rate before 2019
Kindergarten before 2019
100% Net Intake Rate of Grade 1 by 2019 83% Completion Rate in Elementary by
2019
100% Participation Rate of ages 6-11 in 76% Completion Rate in Secondary by 2019
elementary by 2019
93% Participation Rate of ages 12-15 in 100% Completion in ALS annually
Secondary by 2019
75% Mean Percentage Score in National
Achievement Test of Grade 6 and Year 2 by
2019
M&E BEFORE & AFTER INSTITUTING DMEPA TECHNOLOGY

BEFORE AFTER
Focused more on quantitative which
Focused on in-depth quantitative &
can’t capture barriers and
bottlenecks of PPA implementation qualitative analysis of KPIs

Not much segmentation done Using MEPA tools and techniques

(Dashboard, Segmentation, S-Curve) for data
leading to one-size fits all analysis & interpretation leading to strategic
interventions intervention

Optimization of M&E results for decision-

Under utilization of M&E results for
making to ascertain realization of set
decision-making purposes objectives.
IMPACT OF DMEPA IN PLANNING & DECISION-MAKING

4th Quarterly DMEPA is

DMEPA results will be used for plan
adjustment particularly on 15 PPAs to focused on analyzing all KPIs
improve project/fund management. in preparation for Planning
and Budgeting.

DMEPA
DMEPA results will be optimized DMEPA will be utilized as unifying
to enhance/develop Major Policies mechanism at all levels and units
and/or provide Technical to improve access, quality and
Assistance to schools/districts. governance.
 The SMEPA Meeting
SMEPA SCHOOL MEPA (1 Day)
Meeting Discussion of KPI & AIP Implementation

Objectives:
To enable the SCHOOL to immediately respond issues and concerns
affecting the effectiveness of programs and efficiency of programs
delivery
• Immediate feedback on efficacy and weaknesses of program
implementation at school level vis-à-vis AIP implementation
• Respond to technical assistance and training needs of teachers and non-
teaching personnel
 ROLE OF THE SCHOOL MET (SMET) & SCHOOL HEAD IN THE
SMEPA AS CONVENOR
SMEPA DESIGN
ACTIVITY DESCRIPTION PERSONS IN-CHARGE

1. Opening Presentation of Objectives, Activity flow and Roll EMCEE & Opening
call of attendance Speaker
2. Presentation by Each of the Grade Level / Department Heads Curriculum Level /
Grade Level / presents their findings on the KPI , Physical & Department Heads
Department Heads Financial Accomplishments (AIP)
3. Discussion of The group may ask questions to the presenter to Facilitator
Presentation clarify essential points every after presentation.

4. Synthesis of A synthesizer listens to all presentations and School Synthesizer &

Discussion discussions and gives the summary of the main Documenter
points. The synthesizer list down all the issues
and concerns on which decisions need to be
made.
5. Agreement The SH discusses the issues listed and leads the School Heads/SMET
 The DsMEPA Meeting
DsMEPA
Meeting DISTRICT MEPA (2 Days)
Presentation & Discussion of KPI & AIP Implementation

Objectives:
To enable the DISTRICT OFFICE to immediately respond issues and concerns
affecting the effectiveness of programs and efficiency of programs delivery
• Immediate feedback on efficacy and weaknesses of program implementation
at school level vis-à-vis AIP implementation
• Respond to technical assistance and training needs of teachers and non-
teaching personnel
ROLE OF THE PSDS/DMET MEMBERS & SDO IN THE DMEPA AS
CONVENOR
DMEPA DESIGN
ACTIVITY DESCRIPTION PERSONS IN-
CHARGE
1. Opening Presentation of Objectives, Activity flow and Roll EMCEE & Opening
call of attendance Speaker
2. Presentation by Each School Heads (Elem & Secondary) presents PSDS/School Heads
Schools the Operational Concerns (OC) consolidated from
SMEPAs
3. Discussion of The group may ask questions to the presenter to Facilitator
Presentation clarify essential points every after presentation.

4. Synthesis of A synthesizer listens to all presentations and Division Synthesizer

Discussion discussions and gives the summary of the main
points. The synthesizer list down all the issues and
concerns on which decisions need to be made.
5. Agreement The PSDS discusses the issues listed and leads the PSDS/DsMETand
group in coming up with agreements on program DMET Members
 The DMEPA Meeting
DMEPA
Meeting DIVISION MEPA (3 Days)
Presentation & Discussion of KPI & AIP Implementation

Objectives:
To enable the DIVISION OFFICE to immediately respond issues and concerns
affecting the effectiveness of programs and efficiency of programs delivery
• Immediate feedback on efficacy and weaknesses of program
implementation at district level vis-à-vis AIP implementation
• Respond to technical assistance and training needs of all personnel
• Identify enhancements to education policies and guidelines
 ROLE OF THE DMET MEMBERS & SM & E SECTION IN THE
DMEPA AS CONVENOR
DMEPA DESIGN
ACTIVITY DESCRIPTION PERSONS IN-
CHARGE
1. Opening Presentation of Objectives, Activity flow and Roll EMCEE & Opening
call of attendance Speaker
2. Presentation by Each PSDSs presents the Operational Concerns PSDSs
Districts (OC) consolidated from DsMEPA

3. Discussion of The group may ask questions to the presenter to Facilitator

Presentation clarify essential points every after presentation.

4. Synthesis of A synthesizer listens to all presentations and M & E Section

Discussion discussions and gives the summary of the main
points. The synthesizer list down all the issues
and concerns on which decisions need to be
made.
5. Agreement The DMET members discusses the issues listed DMET members with
 POINTS TO SYNTHESIZE
• MAJOR ACCOMPLISHMENTS: Performance Indicators, Outputs
1 achieved, Improved Fund Utilization, Progress Markers

• MAJOR DIFFICULTIES: Access / Quality, Project Management,

2 Fund Utilization, Relations with Stakeholders

• LESSONS LEARNED: in improving PPAs vis-à-vis access, quality

3 and governance

• MAJOR ISSUES & CONCERNS Raised on: TA & Policy Needs, Funds &
Financial Management, Project Implementation
4
SOME POINTERS IN DISCUSSING IMPLEMENTATION
PROGRESS

1. Main reference documents in reporting progress includes:

- Approved work and financial plan
- Approved AIP
2. Always start discussion with overall physical
accomplishment and utilization of each program. This will
show ”progress” of implementation against approved plan and
budget.
 SOME POINTERS IN DISCUSSING IMPLEMENTATION
PROGRESS

3. When line graph shows delay in implementation, highlight

programs or outputs that were delayed and explain causes of delay.
Suggests adjustments.

4. Adjustments may include:

- No major adjustments when delay is tolerable.
- Prepare a catch up plan when delay is big (2 quarters)
- Cancel implementation
 SOME POINTERS IN DISCUSSING IMPLEMENTATION
PROGRESS
5. When discussing funds utilization, the following maybe presented:
- line graph comparing fund utilization versus approved financial plan
- table showing utilization per program or output
- bar graph comparing budget vs actual utilization
- table or chart showing cost per beneficiary
6. Explain causes of poor utilization of resources and suggest how these can
be mitigated.
7. If needing assistance for program implementation, ask assistance from DO
but be specific on the assistance/actions needed.
Programs and MOOE Status of Allocation and
Utilization What is the pie/table telling us?

6% 6%
7%
SBM
12% ECARP

14% 19% Muslim Education

IP Education

12% SPED
19% TechVoc
5% STE
ALS
MOOE

%Utilization to
Programs Allocation Utilization
Date

SBM 1,000,000 850,000 85.00%

ECARP 1,200,000 500,000 41.67%
Muslim Education 3,000,000 300,000 10.00%
IP Education 790,800 520,000 65.76%
SPED 3,000,000 2,500,000 83.33%
TechVoc 2,000,000 1,221,600 61.08%
STE 2,300,000 890,000 38.70%
ALS 2,000,000 400,000 20.00%
MOOE 1,000,000 400,000 40.00%
OVERALL BUDGET 16,290,800 7,581,600 46.54%
 Division of General Santos City
Comparative Performance on Enrolment, by Type of Schools and School Year to School Year (SYs 2012-2015)

3471
Division of General Santos City 3174
2957

1309
SBM Recipient Schools 908
658

639
SPED Recipient Schools 689
623

479
Muslim Ed Recipient Schools 469
509

694
IP Ed Recipient Schools 700
780

350
Other Schools 408 2014-2015 2013-2014 2012-2013
387
100 Division of General Santos City
Comparative Performance on Drop-out, by Type of Schools and School Year 90
90
to School Year (SYs 2012-2015)
80 75
72
70

60

50

39
40
32
30 26
20 20 20
20 16
10 12 12 10
10 7 6
4 3
0
Other Schools IP Ed Recipient Schools Muslim Ed Recipient SPED Recipient Schools SBM Recipient Schools Division of General Santos
Schools City

2012-2013 2013-2014 2014-2015

86 Division of General Santos City
83.81 Comparative Performance on NAT Grade 6 MPS, by Subject
84

81.65 81.9
82
80.4
80 79.59
79 78.98
78.57
78.03
78 77.45

76
76
75 74.89 75 75.03
74.68
74
74 73.08

72

70

68

66
FILIPINO MATHEMATICS ENGLISH SCIENCE AP OVERALL
General Santos City Cahilsot ES East ES
What is the graph telling
us?
Stories are the
creative conversion of life
itself into a more
powerful, clearer, more
meaningful experience.
They are the currency of
human contact. — Robert
McKee

Everyone is necessarily
the hero of his own
life story.

JOHN BARTH
 If you don’t know the trees
you may be lost in the
forest, but if you don’t know
the stories you may be
lost in life.

— Siberian Elder

There is no agony like

bearing an untold
story inside of you.

- Maya Angelou