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The Municipality of San Isidro:
Policy Influence in Local Education
GovernanceCapacity Building Documents
Anne Lan K. Candelaria, Ph.D. and Sonia R. Lorenzo with Jess R. Lorenzo
SUMMARY
This case study discusses the engagement between Ateneo Center for EducationalDevelopment (ACED) and the Local Government of San Isidro in the Philippines
between the period 2004 to 2007. It serves as an illustration of the case studyprotocol by Anne Lan Candelaria published as part of the same series.
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2 The Municipality of San Isidro: Policy Influence in Local Education Governance
About the Authors
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Context
Brief History of the Partnership
1 Local government units in the Philippines are classified based on their income, first class being thewealthiest and sixth class as the poorest.
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The Engagement Narrative: Two ViewpointsEngaging San Isidro from the perspective of ACED
2 At that time, ACED comprised of a full-time multi-disciplinary team– Political Science, Social Work,and Psychology trained members. We were also able to access other kinds of expertise from theacademic and professional units of the university on a per-project need. This helped us look at theissue of education development from an interdisciplinary perspective. Hence, we were able to look
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for more creative ways of solving community-based problems. San Isidro was our attempt atimplementing a system-wide education reform program (meaning that we implement educationreforms targeting the schools and their immediate communities in San Isidro). The first one wasthe reform program we executed with the public schools in Barangay Payatas, a very dense anddepressed urban poor community adjacent to one of the biggest dumpsites in Quezon City. Themany informal settlers’ main economic activity is garbage scavenging with an average daily incomeof US$3 at the time of the engagement (2001-2004).
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Mayor’s Narrative:
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Results of the Engagement in Education
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Table 1 - Intervention Programs related to Education
Interventions/Programs
Participants OutputPartners
Institution Role
WeekendLeadershipColloquium forPrincipals
All Principals Better disposition of schoolleadership within the contextof Local Government-driveneducation reform
ACED
Colloquiumon theMinistry ofTeaching(CMT)
Facilitatedthe linkbetweenLGU andCMT
Developedtrainingmodules andconductedthe trainingof principals
CCSI Training AsianInstitute ofManagement(BridgingLeadershipProgram)
Developedandimplementedthe trainingfor theprincipals
Writeshop forWorkbookWriting
Master Teachers of San Isidro 10,000 workbooks in Mathand Science distributed to5,700 students
League ofCorporateFoundation
Ateneo de
ManilaUniversity
Parents
Providedcounterpartfunding forrun thewriteshop
Designedandimplementedthewriteshop
Providedpart of theprinting costof theworkbooks
Teacher Training
Public School Teachers
Ateneo deManilaUniversity
Designedandimplemented
the trainingprogram forteachers
Feeding Program School Parents and Teachers Tracking underweight childrenbelow 5 yrs old for 6 months.Parents became more awareof child nutrition which had aneffect in education
JollibeeFoundation
Provided thetechnology,part of thefunding, andtraining ofteachers andparents onschool-basedfeeding
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AdditionalTeachers forAlternativeLearning System(ALS)
ALS became more accessibleto out-of-school children whohave the option to continuewith formal schooling later onor learn vocational skills that
will help them find alternativelivelihood opportunities
Local SchoolBoard of SanIsidro
Hired mobileteacherswhose taskwas todeliver
learningmodules forout-of-schoolyouth andencouragedropoutstudents tore-enroll inschool
Table 2 - Comparative Student Performance Indicators of San Isidro
School Year3
2004-2005 2005-2006 2006-2007
ParticipationRate
93.11 93.08 94.27
RetentionRate
94.33 94.89 96.08
Survival Rate 89.51 90.17 95.73
CompletionRate
88.42 88.76 92.48
TransitionRate
97.68 97.14 98.89
GraduationRate
98.58 98.28 99.74
3 In the Philippines, school starts in June and ends in March of the following calendar year.
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Table 3 – National Achievement Test Scores of San Isidro
School Year
2004-2005 2005-2006 2006-2007
English 70.84 70.78 74.68
Science 53.91 63.42 69.99
Mathematics 72.02 71.58 81.22
Filipino 72.95 70.78 75.25
MAKABAYAN 68.94 72.46 75.25
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Policy Influence Lessons: Turning Barriers into SteppingStones
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Reflection Questions: