SHS Preparations – Division of Rizal

How do you envision SHS being implemented in your area? The Division of Rizal envisions a SHS implementation with:  All municipalities will offer the three SHS tracks covering the identified SHS students in the area.  Stand-alone SHS will be established to municipalities with secondary schools with no buildable space.  SHS have adequate number of teachers who are NC holders to handle tech-voc subjects and who are MA degree holders to handle academic subjects.  Classrooms are enough for the SHS classes with possibilities of night and Saturday sessions.  The essential facilities and equipment subscribe to set standards.

SHS Preparations – Division of Rizal STEP 1 – External Assessment: Local Government and District Representatives Methodology: Consultative meetings, Representations to municipal councils and congressmen, Document reviews Summary of Initial Results: The development in urban areas (Cainta, Taytay, San Mateo, Rodriguez) are gearing towards heavy to medium industries (manufacturing, ICT-related, etc.) In rural areas (the rest of municipalities), the development in rural areas is highly in agriculture and commercial. The local officials can support on the provision of facilities for SHS courses. They can also help in negotiating with local industries for the apprenticeship program. The LGUs are aware of their critical role to the successful SHS implementation in SY

SHS Preparations – Division of Rizal STEP 2 – External Assessment: Industry and Private Sector Methodology: Some conducted small meetings while others were reached separate occasions. Both key and small players of the municipality-based industries were reached by the SHS Municipal Teams. Summary of Initial Results: Based on these consultations, the industries require clear terms of reference so they can further study the possible partnerships and identify terms and conditions. The skills required by the industries vary in each municipality.

SHS Preparations – Division of Rizal TOTAL = 326

SHS Preparations – Division of Rizal STEP 3 – External Assessment: Local Counterparts in Agencies Methodology: Representations to local agencies were conducted. Summary of Initial Results: The local agencies of DTI, DOT, DOLE, DA and TESDA are prepared and willing to provide technical assistance to tech-voc teachers and provide learning spaces for hands-on training of SHS students. TESDA offered free assessment of tech-voc teachers till December The agencies have difficulty in providing data particularly on employment. Coordination regarding information sharing is continuously done to guide the SHS planning process. The SHS Implementation Teams saw the need to review and update DTI data on One Town, One Product.

SHS Preparations – Division of Rizal STEP 4 – External Assessment: Education/Training Institutions Methodology: Consultation meetings were conducted in the municipal level. Representations to major universities were made. Summary of Initial Results: Some of higher education institutions (HEIs) and tech-voc institutions (TEIs) in the province are open to offering SHS TESDA Rizal offers free assessment for tech-voc teachers until December 2013.

SHS Preparations – Division of Rizal TOTAL = 47

SHS Preparations – Division of Rizal STEP 5: Internal Assessment: SHS Projections (Using SHS Pro Tool 2) Division TOTAL = 28,737

SHS Preparations – Division of Rizal STEP 6 – Internal Assessment: Learners and Parents Summary of Initial Results: Based on survey among Grade 8 parents, the SHS prospective students register to 34, 109. Attached is a graph presenting these data. Methodology: Conduct of survey among parents of Grade 8, focus group discussions

SHS Preparations – Division of Rizal Division TOTAL = 34,109

SHS Preparations – Division of Rizal MunicipalityACADEMICTECH -VOC ARTSSPORTS BAMSTEMHESSIAAAHEICTENTRE ANGONO BARAS BINANGON AN CAINTA cARDONA JALAJALA MORONG Academ ic & Tech – voc no specific strands 00 PILILLA RODRIQUEZ SAN MATEO TANAY TAYTAY Academ ic & Tech – voc No specific strands TERESA

SHS Preparations – Division of Rizal STEP 7 – Internal Assessment: Where are the current Junior High Schools? JHS Sites link: s?hl=en&tab=mlhttps://maps.google.com/map s?hl=en&tab=ml Notes: Division of Rizal has secondary schools in highly urbanized and remote areas. SHS planning context will differ in these areas. Its proximity to NCR and being a preferred settlement of informal settlers from NCR are major considerations in planning.

SHS Preparations – Division of Rizal STEP 7 – Internal Assessment: What are our available resources? Notes: All schools have no excess classrooms to accommodate SHS. The data presented are the existing resources for Junior HS which can be utilized for SHS classes. Number of Public Secondary Schools Number of Existing Classroom s Number of Existing Teachers Number of Non- Teaching Personnel 791,7503,709 GC- 29 BK – 32 DO - 31

SHS Preparations – Division of Rizal TOTAL = 33

SHS Preparations – Division of Rizal STEP 8 – Planning Proper: Proposed Schools & Sites for SHS TOTAL = 52

SHS Preparations – Division of Rizal TOTAL = 39

SHS Preparations – Division of Rizal Number of Partner Educational Institutions

SHS Preparations – Division of Rizal Number of Partner Institutions by Category

SHS Preparations – Division of Rizal What are the resource requirements? Number of Prospective SHS Students Number of Needed Classrooms Other needed facilities Equipment Needs Teacher Needs 34, For identification 1,425 COST PhP 1,108,900,000.00PhP 441,160, TOTAL: PhP 1,550,060,848.00

SHS Preparations – Division of Rizal STEP 8 – Planning Proper: Where are the proposed Senior High Schools? TOTAL = 52 SHS New Sites link: s?hl=en&tab=mlhttps://maps.google.com/map s?hl=en&tab=ml Notes: With Division of Rizal’s proximity to NCR, there is a possibility of partnership with nearby HEIs and TVIs. Schools which are situated in island and mountainous areas need to come up with contextualized plans to address the learners’ concerns.

SHS Preparations – Division of Rizal What are the issues and scenarios you foresee?  Provision of adequate number of classrooms, teachers and instructional materials is a major challenge for the Division.  Gearing up for SHS particularly in implementing teacher development program needs institutional partnerships.  There is a need for clear policy/directive to prioritize expenses for SHS in municipal SEF FY  Provision of TA to private schools must be in place to encourage them to offer SHS.