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Senior High School Preparations Report

Senior High School Preparations Report. 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.

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Senior High School Preparations Report

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  1. Senior High School Preparations Report

  2. 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.

  3. 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 2016-2017.

  4. 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.

  5. TOTAL = 326

  6. 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 2013. 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.

  7. 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.

  8. TOTAL = 47

  9. STEP 5: Internal Assessment:SHS Projections (Using SHS Pro Tool 2) Division TOTAL = 28,737

  10. STEP 6 – Internal Assessment: Learners and Parents Methodology: Conduct of survey among parents of Grade 8, focus group discussions 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.

  11. Division TOTAL = 34,109

  12. Number of Schools per Track/Municipality

  13. STEP 7 – Internal Assessment:Where are the current Junior High Schools? • 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. JHS Sites link: https://maps.google.com/maps?hl=en&tab=ml

  14. 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.

  15. TOTAL = 33

  16. STEP 8 – Planning Proper: Proposed Schools & Sites for SHS TOTAL = 52

  17. TOTAL = 39

  18. Number of Partner Educational Institutions

  19. Number of Partner Institutions by Category

  20. What are the resource requirements? TOTAL: PhP 1,550,060,848.00

  21. STEP 8 – Planning Proper:Where are the proposed Senior High Schools? • 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 New Sites link: https://maps.google.com/maps?hl=en&tab=ml TOTAL = 52

  22. 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 2014-2016. • Provision of TA to private schools must be in place to encourage them to offer SHS.

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