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SESSION 6: MEA

TECHNOLOGY
OVERVIEW OF DEPED
MONITORING, EVALUATION
AND ADJUSTMENT
(MEA) SYSTEM
WHAT IS MEA?
• The MEA strategy is a periodic
monitoring and evaluation of the
progress of the school/ district/
division/region in its delivery of
education services as well as its
performance as an organization.
• As a strategy, it promotes the
participation of the various
units/divisions as well as
administrative units in all the M&E
processes with the end-point of
obtaining information for the
school/district/division/ regional
management as basis management
decisions/actions.
• The MEA Technology as an M&E
mechanism enables collaborative
data gathering, data validation, data
processing, data consolidation, data
analysis, formulation of
recommendations and information
reporting which are efficient,
relevant, and effective.
• As a result, the decisions the
management makes address directly
and appropriately the issues and
concerns that need attention (funds
utilization, technical assistance,
evidence-based planning, research,
innovations and on adjusting its work
plans and strategies, etc).
Monitoring & Evaluation Processes

Process & Facilitate Achieve and


Gather
Analyze to Managerial accomplish
Data &
gain Actions / objectives
Information
INSIGHTS Adjustments
Storing of
Data &
Information

MEA
MEA as a platform for
decision making
DepED Goals & Objectives
(Access, Efficiency & Quality)
Basic Education Services
Delivery of Programs & Projects)
MEA

(Decision Making)
• Basic education
• Basic education
policies,
support systems
guidelines • Equitable
• Programs & projects
distribution of
design (PPA)
scarce
resources
Develop Policies
• Guidelines CO
• Programs
• Systems

MEA
RO

DO

S ch o o l Implementation
s
MEA as mechanism for “vertical”
sharing of data, information, insights,
lessons, and issues

CO
Feedback
Level of Region
Governance Feedback

Division
Feedback

School
MEA as feedback and sharing mechanism

TECHNOLOGY RESOURCES
Feedback on the effectiveness Pinpoints areas needing
and/or efficacy of education
learning resources, learning
technologies DepED is
implementing to provide packages, equipment
access to quality basic
TECHNOL
education RESOURCES
OGY

MEA

GUIDELINES SERVICES

GUIDELINES SERVICES
Share information on the
Immediate feedback to the
relevance of policies issued by technical and training assistance
CO and RO; Shows how policies provided to front-liners - school
and guidelines were heads, teachers, guidance
understood/applied at the field counsellors
level
MEA
MEA as us
allows venue for
to make discussing alternatives
strategic decisions.

Barriers preventing learners from


coming and staying in school are
OPTION 1
routinely discussed & analyzed.
Alternatives are discussed &
prioritized. Ensure strategic
response to issues affecting
children's participation. ISSUE OPTION 2

Bottlenecks experienced by front-


liners in delivering basic education
services are regularly examined.
OPTION 3
The MEA process allows DepED to
provide a holistic solution to
improving strategies and programs
instead of a “band aid” or “stop
gap” measures.
MEA facilitates “horizontal” sharing of
data, information, insights, lessons &
issues

Support Communication
Technical Group
Planning Services Finance
Staff
MEA provides timely response to
operational bottlenecks
Achievement Enrollment Dropout Performance

SY End Assessment Annual Plan Determine School leavers SARDOs Year End
JAN FEB MAR APR MAY JUN JUL AUG SEP
Performance
OCT NOV DEC
Types of MEA
CO Types of MEA
• enhance policies,
RO REG programs,
MEA
systems
• enhance
DIV
technical
DO MEA assistance to
schools
• address teaching
SCH and learning &
Schools MEA governance
issues
REG
MEA
Regional MEA

 Regional MEA is a policy feedback and


enhancement mechanism

 To make DepED policies (which include


guidelines, program design, and support
systems) more responsive to demands or
unique needs of different learner groups.
REG
MEA
Regional MEA

 To immediately address limitations in


education programs & projects, policies,
systems
 To ensure holistic response to issues &
bottlenecks
 To document significant gains or stories
 To spot delays in program implementation
 To determine progress or spot delays in
implementation of AIP
DIV
MEA Division MEA
 Division MEA is a TA feedback and
enhancement mechanism
 To ensure the Division’s technical
support to schools are relevant and
working. It seeks to “pinpoint” schools
that may need immediate and more
assistance from the Division to ensure
effective provision of teaching and
learning services by schools
DIV
MEA Division MEA
 To prioritize schools needing immediate
assistance
 To ensure immediate and holistic response
to issues & bottlenecks affecting school
services
 To document significant gains, stories, or
best practices
 To determine progress or spot delays in
implementation of AIP
SCH
MEA School MEA
 School MEA is a feedback and
enhancement mechanism on
effectiveness of the teaching and
learning process
 To ensure the School is able to respond to the
unique learning needs of ALL learners. This
mechanism will allow the school to immediately
work around the barriers preventing learners
from going and staying in school.
SCH
MEA School MEA
 To identify learners needing immediate and/or
unique assistance
 To determine difficulties in the teaching and
learning process
 To ensure holistic response to problems affecting
teaching and learning process
 To document significant gains, stories, and best
practices
 To determine progress or spot delays in
implementation of AIP
Benefits
OF MEA
Benefits
MEA

1. Focus on decision making.

 Focus on more substantive issues.


 Prevents escalation of issues.
 Prioritize strategies.
 Right decisions at the right time.
 Proper mobilization of resources.
Benefits
MEA

2. Facilitate discussion across


units/programs.

Program managers to discuss operational


synchronization of programs and projects.
 Increase collaboration between and
among units.
 Minimizes duplication of efforts and
wastage of valuable scarce education
resources.
Benefits
MEA

3. Encourage completed staff work.


 Increase use of the BEIS data for
analysis and decision making.
 Using dashboards.
 Track initial gains or outcome
progress markers.
 Document issues.
Benefits
MEA
4. Continuous improvement.
 Spot areas for improvements in DepED
policies and guidelines
 Make program design more responsive to
the actual needs at school & community
level.
 Make timely adjustments to organization
systems and processes.
 Implement a more demand-driven
capability building program.
Benefits
MEA
5. Transparency in decision making.
 Set directions and targets based on collective
appreciation of situation, experiences and
issues.
Clarify implications of policies, guidelines
and other decisions to stakeholders.
Level expectations to and from DepED units
and program managers.
Document decisions, proposed actions and
mitigating measures.
Benefits
MEA
6. Quick response to issues and
risks.

1st Q 2nd Q 3rd Q 4th Q


1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Performance & Actual Performance & Performance &
Completion Enrollment Drop Out Drop Out
How many children
were able to How many children How many children How many children
complete? How enrolled in school are at risk of are at risk of
many learners are versus total number of dropping out? dropping out?
slow, average, children? How many Why? What can be Why? What can be
advance? What are are not in school? done to make them done to make them
the issues that Why? What can be stay in school? stay in school?
affected done to bring them in What are the issues
performance? What What are the issues
school? that affect that affect
adjustments can be performance?
made in next SY? performance?
ACHIEVEMENTS AND INDICATIONS OF IMPACT

The achievements are counted in terms of:


 number of DepEd personnel involved,
 concrete outputs such as local policy enacted
 programs or projects implemented and,
 changes in the way DepEd perceived of their
functions and ways of doing things.
OTHER ACHIEVEMENTS
 Provided technical assistance to some regions
on QMS - M & E (MEA Technology) and
shared the various tools used by Region 8
 Region 13
 Region 11
 Region 3
 Region IVA
 Region 2
 Region 1
 Region 9
OTHER ACHIEVEMENTS

Institutionalizing the Banner


Projects anchored on the Project
LEAD (Lead, Empower and
Achieve through Data Driven
Decisions).
• Through the creation and implementation of
their own banner projects, school leaders
become strategic thinkers who innovatively
and creatively work toward more focused
goals and directions for advancement with
improved leadership acumen, better
instructional capabilities, strengthened
harmonious relationships with stakeholders
while embracing the organizational reforms
aimed to provide basic education services
for the best interest of the learners.
LESSONS LEARNT

 The RO mandate: to ensure that policies and guidelines


are complied, contextualized, localized, and/or indigenized.
The role of RO is to quality assure (set standards), provide
M & E and TA to the SDOs where it is needed most.
 The SDO mandate: to ensure that there is equitable
distribution of resources to the schools, and programs and
projects are delivered and implemented. The role of the
SDO is to provide quality technical assistance (based on
the results of the SMEA) to the schools where it is needed
most.
 The TA should be able to reinforce the RO and SDO to
effectively perform their functions.
SUSTAINABILITY MEASURES PROPOSED

 A national policy support that MEA is the priority


of the Department to ensure that good practices
at the ROs, SDOs and Schools levels be
sustained.

 Regional Offices (QAD) request Central Office


harmonizes the best practices of all regions on
M & E be part of the policy agenda.
MEA PROCESSES
MONITORING, EVALUATION & ADJUSTMENT
(MEA) SYSTEM
Region Level

MEA Process Flow Division Level

District Cluster level

District level

School Level
THE INTEGRATED
MEA PROCESS FLOW
FROM SCHOOL LEVEL
TO REGIONAL LEVEL AND
THE MEA IMPLEMENTERS
BY LEVEL
SMET
School SIP-AIP
Monitoring &  IPPD SPPD Programs and School MEA Process Flow
Evaluation  Competencies covered Supervisory Plan,
Team  Classroom Mgmt MOOE Liquidation , Project Action
 Learner performance etc. Plans

Teacher prepares & Data


SMET Call for
submits quarter report
SH prepares & Program implementers
Data Validation
Progress M&E on accomplishment
submits quarter prepare & submit quarter Gathering
Quarterly and learner
report on school report on program/project
performance performance accomplishments

Teacher’s School Program/Project


Accomplishment Accomplishment Accomplishment
Report (Qtr) Report (Qtr) Report (Qtr)
DISRIC
T
Data IMET collects and
Data Analysis analyzes data and Quarter
Processing prepares M&E report School M&E
Report
School M&E Quarter School
School M&E
Report for the M&E Report
Report for the
Quarter
Quarter
Adjustments of
Adjust AIP Plans and
Validate report with Strategies
Actual stakeholders in
Finalize School
M& E Report
SMEA SMEA Adjusted AIP

Validated School M&E


Report Recommendatio
Reporting of MEA results
ns to Management/
stakeholders
District Work
plan/AIP
PSDS prepares
District IMET (PSDS, Central School
District receives Principal, 2 SSHs, ICT staff)
& submits
Data
Technical
Instructional
SME Report consolidates School M&E Reports
quarter report on
DataPlanValidation
SupervisoryAssistance
accomplishment Plan Gathering
Consolidated
M&E Data of Consolidated M&E
Schools & Dist Data of Schools
and the District

Data District IMET analyzes


Data Analysis data and prepares M&E
Processing Report

Consolidated
District M&E Consolidated Schools &
Report District M&E Report

Actual District IMET validate Reports with School


Heads, PSDS & District Staff
MEA
Instructional School Heads & PSDS Validated
Supervisory Validated District
report their physical
Plan District M&E
accomplishments, issues and
M&E Report
Physical lessons learned in providing
Technical Assistance
Reporting of MEA
Report
Output
Matrix Recommendat
results to
Management/
ions District M&E
Report (Quarter)
District IMET prepares
stakeholders
District M&E
District M&E Report and
submit to the DMET
Report
(Quarter)
DISTRICT CLUSTER/
Division
District Cluster MEA Process Flow
District District M&E A
M&E Report
Report

Cluster DsCMET (EPSs assigned to the DC headed by a DMET


receives DsMEA member—AO, Planning Officer or M&E Coordinator) consolidates
Report District Cluster M&E Reports (Schools & District)

Consolidated Consolidated
District Cluster District Cluster
M&E Reports M&E Reports
DsCMET analyzes
data and prepares
M&E Report
District
Cluster M&E District Cluster
Report M&E Report

DCMET validates District Cluster


M&E Report with PSDSs

Validated
PSDSs report physical District Validated
Supervisory
Plan
accomplishments, issues and lessons Cluster M&E District
learned in providing Technical Report Cluster M&E
Report
Physical Assistance to schools based on
Output Supervisory Plans and the schools
Matrix M & E Reports

District Cluster
DsCMET prepare M&E Report
District Cluster M&E (Quarter)
Report and submit to
District Cluster
the DMET M&E Report
(Quarter)
DIVISION
District/District
District District M&E Cluster M&E
M&E District Cluster
Reports Reports
Reports M&E Reports

DMET consolidates
DMET receives DsMEA
Division MEA Process
District/District Cluster
and DsCMEA Reports M&E Reports Consolidated District Consolidated District or District
or District Cluster Cluster M&E Reports
M&E Reports

DEDP/AIP
DMET collects and Data
summarizes the physical
Action Plans for Programs accomplishments, issues, Validation
Gathering
Summary of the Physical
Accomplishments,
Summary of the Physical
and Projects lessons learned, and Accomplishments,
recommendations of the DO Issues, Lessons Learned Issues, Lessons Learned,
Work Plans of Planning, (TA providers, teams, and Recommendations and Recommendations of
Admin, Budget units/sections, and of the DO the DO
implementers of programs
Work Plans on Curriculum and projects)
Implementation

Work Plans of Teams


DMET collects analyzes data and Field-based Adjustments of
Field-based Division M&E
Data
Data
(T&D, QAA,
Analysis
Supervisory/TA Plans of
prepares field-based Division
Division M&E
Report and
and Division Units
Plans and
M & E Report
ProcessingEPS M&E Reports & DO Units Reports Division Units M
& E Reports Strategies
Physical Output
Matrices
DMET validates Field-based
Division M&E Report and Summary Adjusted Adjust
Actual of Physical Accomplishments,
Issues, Lessons Learned and
Division
Management
Adjusted
DEDP/AIP
DEDP/AIP DEDP/AIP
and and
DMEA Recommendations of the DO with
EPSs, PSDSs, and section heads of
Response to the
Division M&E
and
action/wor
action/work
/ TA plans
action/work/
TA plans
the DO Units Report k/ TA plans

Validated
Division M&E
Validated DQMT & DMET presents Reporting of MEA
Report
(Quarter)
Division
M&E Report
Validated Quarter M&E
Report to the Division
Recommendati
results to
(Quarter) Management Management/
ons REGION
stakeholders
Schools
Divisions
M&E
Schools
Divisions
Region MEA Process
M&E Reports
Reports

Consolidated Consolidated Schools


RMET receives RMET consolidates Schools Schools Divisions Divisions M&E Reports
DMEA Reports Divisions M&E Reports M&E Reports

DataValidation
Data Gathering
REDP/AIP Summary of the Physical Summary of the Physical
RMET collects and summarizes the Accomplishments, Accomplishments,
physical accomplishments, issues, Issues, Lessons Learned Issues, Lessons Learned,
Work Plans of RFTACT
lessons learned, and and Recommendations and Recommendations of
recommendations of the RO Divisions of the RO Divisions the RO Divisions
Work Plans of FDs and RFTACT

Work Plans of BFD

Adjustments
Work Plans of Admin RMET analyzes data and
Data Processing
Data Analysis prepares RO Divisions M&E
RO Divisions
and Schools
RO Divisions and Schools
Divisions M&E Report of Plans and
Divisions
Reports & DO Units Reports M&E Report Strategies
RMET validates RO Divisions and
Schools Divisions M&E Report,
Summary of Physical Recommendation
Reporting
Management of MEA results to REDP/AIP
Adjusted
Adjust
Actual Accomplishments, Issues, Lessons
Learned and Recommendations
Management/
s
Response to the
Adjusted
stakeholders
REDP/AIP and Work
REDP/AIP and
Region M&E Plans/TA
RMEA
and Work/
with SDS, ASDS and Chief, ESPS of Report TA plans Plans Work/TA Plans
the DO Divisions

Validated Validated
Region M&E RMET presents Validated
Region M&E M&E Report to the
Report
(Quarter) Report Regional Management
(Quarter)
Requirements for MEA
MEA PROCESSES
PRE-MEA ACTIVITY

Tasking of responsibilities
Sharing of templates for initial data
(Pre-work activity)
 Drafting of Memo for the conduct of
MEA
MEA PROPER
 Accounting of POs (Target VS
Accomplishments)
 Standards should be followed
 content and processes
 Showing MOVs
 Identify the balances/gaps
 Identify the value added outputs
TRACKING THE PHYSICAL OUTPUTS

To generate implementation status of the


programs & projects and other targets
implementation in terms of its quantitative
performance or physical outputs (PO)
 The progress is measured against a defined
set of standards and/or what had been planned.
THINGS TO BE CONSIDERED IN
TRACKING THE PO:
 FDs/Units Deliverables
 Target dates
 Standard (content)
 Standard (process)
 Means of Verifications (MOVs)
 Accountable Unit/s
 Targets (POs)
Accomplishments
 Done
 Continuing
 To be done

 Unaccomplished Targets
 Current quarter
 Previous quarter
DEFINITION OF SOME IMPORTANT TERMS
Physical Output- refers to the accomplished
target/s with in a specific time frame by the
School/District/Cluster
District/DO/RO/accountable person.
 Quantitative measurement can be
expressed in absolute numbers or as a
percentage
 It can also be expressed as a ratio
 One way or another, you get quantitative
(number) information by counting or
measuring.
Target- refers to the specific deliverable/s within a
unit/section/FD/DO/person for a definite period of
time based on standard set.
 Standard- is the quality indicator/s set in content
and process to qualify a specific deliverable as
physical output with MOV/s.
MOV/s- are documents to be presented as pre-
requisite in order to count an accomplished
target as PO.
AS A RULE:
A physical outputs can
only be credited if it
meets standard/s and
has MOV/s.
 Value Added Output (scope creeps) -
output accomplished which are not
originally targeted but was identified as
relevant and needed in support of the RBEP
& BESRA implementation.
 Outputs achieved in advance should
not be considered as value added.
Note: scope creeps can sometimes hinder the
delivery of important outputs
Output- refers to the accomplished
target/s with in a specific time frame
by the FDs, Admin & BFD.
AS A RULE:
An output can only be credited if
it meets standard/s and has
MOV/s.
Standard- is the quality indicator/s
set in content and process to qualify
a specific deliverable as output with
MOV/s.
MOV/s- are documents to be
presented as pre-requisite in order to
count an accomplished target as PO.
IDENTIFYING THE ISSUES AND RISKS
• Classify issues according to its category e.g.
 TECHNICAL, INSTITUTIONAL, FINANCIAL,
POLITICAL, ENVIRONMENTAL/INFRASTRUCTURE,
SOCIAL & GENDER
• Identify whether the issues is within control or
beyond control of the FDs/region
• Tracking the issues whether, persistent issues,
recurring issues and issues related to gender etc.
IDENTIFY THE HINDERING AND
FACILITATING FACTORS
 Identify the hindering and facilitating factors
 State the corrective measures for hindering
and sustainability for facilitating
 Ascertain and determine the lessons
learned based on the hindering and facilitating
factors
 Applying the lessons learned to sustain the
effective delivery of the project’s outputs
“TIPS ON CREATING “LESSONS LEARNED”
• Lessons learned can be derived from
facilitating and hindering factors.
• Lessons learned from facilitating factors are
stated as “values/practices that occurred”
• Lessons learned from hindering are stated
as “what could have been done better”.
• Lessons learned statement is a form of
“resolutions/values/principles” in
approaching a specific situation
The Ultimate test of a “ Lesson
Learned” statement is this: Others will
be able to derive the following:
• In what situation can the lesson be
applied
• Which principles/approached can be
applied to a given situation
• Why is it valuable to consider the
“Lesson”
IDENTIFYING THE RECOMMENDATION
FOR ADJUSTMENTS
• Identify the recommendation for
adjustments
• Getting the balances and issues as bases
for making the recommendations and
adjustments
 What to discard?
What to continue?
 What to improve?
POST RMEA ACTIVITIES

• Consolidate the data by component


• Identify the next steps for future activities
 Preparation of the RMEA reports
 Presentation of the information to the
top management
SCHEDULE OF MEA
Governance Schedule of Quarterly Schedule
level MEA Periodical per School
Test Calendar
School MEA Last week of 3rd Periodical 2nd Week of
January Test January
Quarter 1
(January – Division MEA 1st week of April
March) Region MEA 3rd week of April
School MEA Last week of March 4th Periodical 3rd Week of
to s week of April Test March
Quarter 2
(April – June) Division MEA 1st week of July
Region MEA 3rd week of July
SCHEDULE OF MEA
Governance Schedule of MEA Quarterly Schedule per
level Periodical Test School
Calendar
School MEA Last week of 1st Periodical 2nd Week of
August Test August
Quarter 3 (July
Division MEA 1st week of October
– September)
Region MEA 3rd week of October
School MEA Last week of October 2nd Periodical 3rd Week of
to 1st week of Test October
Quarter 4 November
(October –
December) Division MEA 1st week of January
Region MEA 3rd week of January
MEA Processes
Data Gathering
Data Validation
Data Processing
Data Analysis
Reporting of MEA results to
Management/ stakeholders
Formulating Recommendations
Adjustments of Plans and Strategies
Requirements for MEA
I. PRE-MEA ACTIVITY
COMPLETED STAFF WORK

Tasking of responsibilities
Sharing of templates for initial data
(Pre-work activity)
 Drafting of Memo for the conduct of
DMEA, budget, materials, etc.
Preparation of MOVs
II. MEA PROPER

 Accounting of POs (Target VS


Accomplishments)
 Standards should be followed
 content and processes
 Showing MOVs
 Identify the balances/gaps
 Identify the value added outputs
TRACKING THE PHYSICAL OUTPUTS

To generate implementation status of the


programs & projects and other targets
implementation in terms of its quantitative
performance or physical outputs (PO)
 The progress is measured against a defined
set of standards and/or what had been planned.
AS A RULE:
A physical outputs can
only be credited if it
meets standard/s and
has MOV/s.
 Value Added Output (scope creeps) -
output accomplished which are not
originally targeted but was identified as
relevant and needed in support of the DEDP
& BESRA implementation.
 Outputs achieved in advance should
not be considered as value added.
Note: scope creeps can sometimes hinder the
delivery of important outputs
Output- refers to the accomplished
target/s with in a specific time frame
by the FDs, Admin & FD.
AS A RULE:
An output can only be credited if
it meets standard/s and has
MOV/s.
IDENTIFYING THE ISSUES AND RISKS
• Classify issues according to its category e.g.
 TECHNICAL, INSTITUTIONAL, FINANCIAL,
POLITICAL, ENVIRONMENTAL/INFRASTRUCTURE,
SOCIAL & GENDER
• Identify whether the issues is within control or
beyond control of the FDs/region
• Tracking the issues whether, persistent issues,
recurring issues and issues related to gender etc.
IDENTIFY THE HINDERING AND
FACILITATING FACTORS
 Identify the hindering and facilitating factors
 State the corrective measures for hindering
and sustainability for facilitating
 Ascertain and determine the lessons
learned based on the hindering and facilitating
factors
 Applying the lessons learned to sustain the
effective delivery of the project’s outputs
IDENTIFYING THE RECOMMENDATION
FOR ADJUSTMENTS
• Identify the recommendation for
adjustments
• Getting the balances and issues as bases
for making the recommendations and
adjustments
 What to discard?
What to continue?
 What to improve?
III. POST MEA ACTIVITIES

• Consolidate the data by component


• Identify the next steps for future activities
 Preparation of the MEA reports
 Presentation of the information to the
top management

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