Senior High School Preparations Report

SHS Preparations – [Insert name of Division/Region]

Senior High SchoolPreparations Report

DIVISION OF MALABON CITY


How do you envision SHS being implemented in your area?

The city was subdivided into four community clusters based on geographic and strategic locations to ensure that Junior High School (JHS) graduates can be accommodated in any public or private schools and higher education institutions (HEIs), technical-vocational institutions (TVIs), and local university that will offer Senior High School (SHS) Program.One school annex – the Tinajeros National High School Acacia Annex – is to be established exclusively for SHS Program so as to accommodate JHS graduates from schools without the capacity to offer SHS. The Division also advocates the establishment of a School for Arts and Design and a School for Sports, with the help of the Local Government, since there are no schools/institutions in the city that can offer the said tracks.

Division of Malabon City


STEP 1 – External Assessment:Local Government and District

RepresentativesMethodology:

Presentation of the Division Road Map (Strategic and Operational Senior High School Plan for CY 2015) to the members of the Local School Board of Malabon City, chaired by Hon. Antolin A. Oreta III, Malabon City Mayor, on September 20. 2013.

Summary of Initial Results:

What are the local officials’ development plans and directions? Part of the initial development plan is the establishment of School for Arts and Design.

How can the local officials support the learners?Through the provision of funds for addressing input shortages, especially in instructional rooms and a school for the tracks that will not be offered by schools and education institutions in the City, empowering the teaching force through training programs, and enhancing student competencies through the procurement of supplementary materials.

What data were you able to gather from your discussions?(Follow-up meeting to be conducted)



STEP 2 – External Assessment:Industry and Private Sector

Methodology: The Division has already exerted initial efforts to meet representatives of industry and private sectors, without response. They were invited again for a meeting on October 8, 2013 for the Presentation of the Division Road Map (Strategic and Operational Senior High School Plan for CY 2015) and the discussion of their development plans relative to the SHS Program. Still, no one responded to the invitation.

A meeting with the Chamber of Commerce and Rotary Club is set on October 25, 2013, Friday, to be spearheaded by DTI.

Summary of Initial Results:(What are the current and future trends? You may include charts/graphs.What are their 5 year plans? What skills would they need?What can they contribute to SHS implementation?)



STEP 3 – External Assessment:Local Counterparts in Agencies

Methodology:Meeting with heads of local counterparts in agencies including Technical Education

Skills Development Authority (TESDA), Department of Trade and Industry (DTI), and Department of Labor and Employment (DOLE) for the discussion of the Division Road Map: Strategic and Operational Senior High School Plan for CY 2015 on October 9, 2013.


What are their plans for SHS and K to 12 transition?

TESDA – Assessment, Certification, and Training Regulation Availability (Availability of assessment and certification services for graduating Senior High School

students from Tech-Voc-Livelihood track; availability of training regulations and curriculum exemplar for tech-voc-livelihood track)

DTI – Empowerment of Consumers and Enabling Businesses (Empowerment of consumers via advocacy, seminars, and organization of volunteer organizations; enabling businesses through entrepreneur trainings, technology trainings, business matching, SSF, EPP, product development, product promotion, business plan/marketing plan productivity



STEP 3 – External Assessment:Local Counterparts in Agencies

What data/studies were they able to share with you? How does this help guide your plans?

TESDA has made preparations for SHS transition through availability, assessment, and certification for teachers to avail of the NC and through meeting with Technical-Vocational Institutions (TVIs) to discuss the impact of the K to 12 program.

The head of DTI suggested the setting of planning standard. The head of DOLE mentioned the issue on labor law in connection with on-the-job training as part of the SHS Program, while the head of TESDA stated the free assessment and certification for teachers.

What areas/modes of collaboration have you established with the other agencies?

A meeting with the Chamber of Commerce and Rotary Club is set on October 25, 2013, Friday, to be spearheaded by DTI.



STEP 4 – External Assessment:Education/Training Institutions

Methodology:Meeting with heads/administrators/directors of private secondary schools, Higher Education

Institutions (City of Malabon University, Arellano University, and De La Salle Araneta University) and Technical-Vocational Institutions (City of Malabon Polytechnic Institute, i-Learn, St. Amatiel, and St. Catherine Institute of Technology) for the discussion of the Division Road Map: Strategic and Operational Senior High School Plan for CY 2015 (First round on August 27, 2013, with a follow-up meeting held on October 7, 2013)

Summary of Initial Results:Absorptive Capacity

What are their plans for SHS and K to 12 transition?

The heads/administrators/directors expressed their intentions to lend a hand for the successful implementation of the SHS program, given the necessary resources.




What data were you able to gather about the institutions? Data on number of teachers (initial data)

Data on number of SHS facilities (initial data)


Private SchoolsNumber of Teachers 350

Number of teachers with Advanced Training on SHS Strands with Three (3) Tracks

CMU -29AU - 27

DLSAU-43

Private Schools (11) Number of Instructional Rooms

33

Number of Non-Instructional Rooms

40

Toilets (bowls) 25




Higher Education Institutes(HEIs)

HEI Tracks to Offer for Senior High School

No. of Teachers w/ NC II or Specialized

Training

No. of Available Facility

Absorptive Capacity

City of Malabon University (CMU)

Academic 29 38 1,500

Arellano University AcademicTech-Voc

37 13 500

De La Salle Araneta University

AcademicTech-VocSports/Arts & Design

43 18 700



What data were you able to gather about the institutions? Courses Offered (TVIs)




• What is their absorptive capacity? How do they fit in your division/region’s SHS provision plan?Initial data (survey forms still being thoroughly accomplished)

(still awaiting the accomplished survey forms from other Private Schools, HEIs and TVIs)


Private HEIs Absorptive Capacity De La Salle Araneta University 700

Arellano University 500

Private TVIs Absorptive CapacitySt. Catherine Institute

of Technology200

College of St. Amatiel 300i-Learn 200

Public HEI Absorptive CapacityCity of Malabon University 1. 500

Public TVI Absorptive CapacityCity of Malabon

Polytechnic Institute 400



Private High Schools with Capacity to Offer SHS



STEP 5: Internal Assessment:SHS Projections


Reference: SHS Projection Tool

Projected Enrolment for SHS (SY2016 & SY 2017)


STEP 5: Internal Assessment:SHS Projections


Reference: SHS Projection Tool

Projected Enrolment for SHS (SY 2016 & SY 2017) based on 60%- 40% Public-Private Scenario


STEP 6 – Internal Assessment: Learners and Parents


Methodology:Meeting with General Parent-Teacher Association (GPTA) Officers of all

public secondary schools of the Division for the discussion of the Division Road Map: Strategic and Operational Senior High School Plan for CY 2015 on August 15, 2013

Students’ preference for SHS tracks



STEP 7 – Internal Assessment:Where are the current Junior High Schools?

Notes:

Eight out of 12 public junior high schools cannot offer SHS due to lack of buildable space and inadequate classrooms.



STEP 7 – Internal Assessment:What are our available resources?

• Facilities for SHS

Notes:

Even though teachers and staff have qualifications (NC II, etc.), there should be proper training relevant to the requirements of the new curriculum


Public(4)

Private(11)

Total

Number of Instructional Rooms 41 33 74

Number of Non-Instructional Rooms

8 40 48

Toilets (bowls) 78 25 103


STEP 7 – Internal Assessment:What are our available resources?

• Number of teachers

• Schools with buildable space

Notes:

Even though teachers and staff have qualifications (NC II, etc.), there should be proper training relevant to the requirements of the new curriculum



STEP 8 – Planning Proper: Proposed Schools & Sites for SHS


School/New Site

# of SHS students

Readiness of School

(Why this school/site?)

Tracks Related Industry

Linkages (education/training

institution, company, etc.)

Malabon National HS

Grade 7: 1126Grade 8: 1150

-buildable space -node school of DOST

Academic (STEM)

Please refer to community cluster


MNHS Concepcion Tech-Voc Annex

Grade 7: 258Grade 8: 285

-has an existing tech-voc curriculum

Tech-Voc-Livelihood



Panghulo National HS


-buildable space Tech-Voc-Livelihood



Tinajeros NHS- Acacia Annex


-buildable space (exclusive for SHS to cater clusters 3 & 4)

Academic (HES and BAM)



Santiago Syjuco Memorial School

-buildable space-accessibility (community clusters 1 & 2)

Arts and Design




STEP 8 – Planning Proper: Proposed Schools & Sites for SHS



What are the resource requirements?

School/New Site

# of needed classrooms

Other needed facilities

Equipment Needs

Teacher Needs

Initial Costing

1 (SSMS)

57 167


(On-going data gathering)


STEP 8 – Planning Proper:Where are the proposed Senior High

Schools?Notes:

The community clusters help ensure the accessibility of nearby public and private schools and higher education institutions (HEIs), technical-vocational institutions (TVIs), and local university that will offer Senior High School (SHS) to Junior High School students who graduated from schools without the capacity to offer SHS.



What are the issues and scenarios you foresee?

1. Lack of support from industries and private sectors, thereby threatening the possibility of on-the-job trainings for SHS enrollees. The idea of collaborating with the Department of Education is new to them, hence the hesitation on their part.

2. Insufficient budget from the Local School Board (LSB). Eighty-five percent (85 %) of the budget is being allocated for personnel services.

3. Support of the Department of Education for the construction of new school buildings. The Division hopes that the allocation and construction of 57 instructional & 8 non-instructional rooms be done before the end of CY 2015.


Senior High School Preparations Report

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Transcript of Senior High School Preparations Report