OBJECTIVES
1
BUDGET REFORM
- making the national budget more responsive to
local needs
2
LOCAL GOVERNANCE REFORM
- providing incentives for local good governance
- strengthening the devolution of basic services
delivery
3
DEMOCRATIC AND EMPOWERMENT PROJECT
- creating a conducive environment for people’s
participation
- generating demand for good governance at
the local level
DEFINITION
An approach to formulating the
budget proposal of national gov’t
agencies, taking into consideration
the development needs of poor
cities
/
municipalities
as
identified in their respective local
poverty reduction action plans
(LPRAP) that shall be formulated
with strong participation of basic
sectors
and
civil
society
organizations.
LEGAL BASIS
1.
DBM-DILG-DSWD-NAPC
Memorandum Circular No. 1, s.
dated March 8, 2012.
Joint
2012
(Policy
2. DBM-DILG-DSWD-NAPC
Memorandum Circular No. 2, s.
dated December 19, 2012.
Joint
2012
Guidelines and Procedures in the Implementation
of Bottom-up Budgeting and Planning for the FY
2013 Budget Preparation)
(
Guidelines for the Implementation and
Monitoring of Bottom-Up Budgeting (BuB)
Projects in FY 2013)
COMPARATIVE DATA
2013
2014
2015
PARTICIPATING
AGENCIES
12 (DA, DAR,
DILG, DEPED,
DOE, DENR,
DOH,DSWD,
DOT, DTI,
TESDA, NEA)
12 (DA, DAR,
DILG, DEPED,
DOE, DENR,
DOH,DSWD,
DOT, DTI,
TESDA, NEA)
13 (DA, DAR,
DILG, DEPED,
DOE, DENR,
DOH,DSWD,
DOT, DTI,
TESDA, NEA,
DOLE)
OVERSIGHT AGENCIES
DBM, DSWD,
DILG, NEDA,
NAPC
DBM, DSWD,
DILG, NEDA,
NAPC
DBM, DSWD,
DILG, NEDA,
NAPC
(3) COTABATO
PROVINCE,
SARANGANI,
SULTAN
KUDARAT (high
poverty incidence)
8 DIVISIONS
(TACURONG
CITY NOT
INCLUDED)
8 DIVISIONS
(TACURONG
CITY NOT
INCLUDED)
NO. OF RECIPIENT
DIVISIONS
COMPARATIVE DATA
AMOUNT GRANTED
MENU OF PROGRAMS
2013
2014
2015
P 47,876,820.00
P 61,004,804.87
?
1. Repair of
Classrooms.
2. WATSAN
3. Gulayan sa
Paaralan
4. School
Feeding
5. School
Furniture
6. Innovative
Interventions
1. Repair of
Classrooms.
2. Gulayan sa
Paaralan
3. School
Furniture
4. Innovative
1. Construction
of School
Buildings
2. Repair of
Classrooms.
3. WATSAN
4. Gulayan sa
Paaralan
5. School
Feeding
6. School
Furniture
7. Innovative
Interventions
Interventions
–ABOT
ALAM
PROGRAM
FUNDING OF BUB
The participating agencies
shall give priority to the funding of
poverty reduction projects of the
targeted cities and municipalities in
the allocation of the department’s
budget ceilings. At least 10% of the
budget for programs and projects
included in the Menu of Programs
shall be set aside at the Central
Office for the purpose of funding
these projects.
COVERAGE
2013:
2014:
2015:
2016:
2017:
609
1,233
1,634
1,634
???
Cities & Municipalities
Strengthening
School-Community and
DepED-LGU Linked
Planning & M/E
I. CONTEXT/RATIONALE
• Transparency, accountability,
citizen participation
• Main task: Implement propoor programs
• Main instrument: good
governance
Local Anti-Poverty
Plan
NAPC 609 LGUs &
cities
PROGRAMS
• direct subsidies
• direct service delivery
• community-driven
development
National
Government
Agencies
I. CONTEXT/RATIONALE
A. DepED-LGU Planning: Engagement of
DepED in 2013 LPRAP Process
• In most of the 36 GPH-UNICEF focus LGUs, DepED was
not invited
• In areas where DepED was represented, engagement
was not so meaningful due to lack of data/information –
no district-wide situational analysis
• Hence, UNICEF facilitated a one-day rapid education
assessment with almost all school heads and district
supervisors starting in one focus area, Malungon in
Sarangani in preparation for LPRAP Workshop
Rapid Education Assessment as part of LPRAP
process: Malungon, Saranggani
Local Poverty Reduction
Action Planning
Formulation of District
Situational Analysis (current
situation of school-aged children
, barriers and bottlenecks faced
by children, and priority
strategies and programs to
address B&B)
School level data
gathering
Education Development Framework:
Guide in Formulating the District Situational Analysis
CHILDREN’S EDUC’L
OUTCOMES (MDGs 2 & 3)
SITUATIONA
L ANALYSIS
Access – Do all young children
aged 3-5, girls and boys, have
access to quality ECCD services?
Are the 5 year olds ready for
school? Are all elementary schoolaged children in school? Is the
school child-seeking?
Attendance - Are all enrolled
children, girls and boys, able to
keep regular attendance even in
times of emergencies?
Achievement – Are all the
children actively engaged? Are the
teachers able to develop the
children’s social, emotional
learning skills as well as cognitive
skills?
Attainment or CompletionAre all children, girls and boys,
able to complete the full cycle of
quality elementary education?
What is the
situation of children
in your
school/municipality/
district?
Using the 4 A’s
Framework:
• Access
• Attendance
• Achievement
• Attainment
(completion)
EXISTING
PROGRAMS
(Inputs and
Outputs)
Are the current
programs/projects
responsive to
meeting MDG 2
and 3 in your
school/municipalit
y/district?
Using the 4 A’s
Framework:
• Access
• Attendance
• Achievemen
t
• Attainment
(completion)
BARRIERS
AND
BOTTLENEC
KS
Are there barriers
which prevent
children from
participating and
are there
bottlenecks which
prevent schools
from serving the
children?
Using the 4 A’s
Framework:
• Access
• Attendance
• Achievemen
t
• Attainment
(completion)
STRATEGIES/
INTERVENTI
ONS
What other
appropriate
interventions can
be pursued or how
can the current p/p
be enhanced to
address the
barriers/bottlenecks
and help the
school/municipality/
district meet MDG
2 and 3?
Using the 4 A’s
Framework:
• Access
• Attendance
• Achievement
• Attainment
(completion)
Outputs of the Rapid Education Assessment:
LPRAP in Malungon, Saranggani
1. Draft Elementary Education Assessment Per
District:
• Situation of kinder and elementary school-aged children
along 4As
• Major programs/projects implemented last school year
• Reasons why children are not in school/at risk of
dropping-out and not learning
• Priority interventions to address the above reasons
2. Three (3) of identified 14 priority interventions
were included in the LPRAP (Feeding Program,
provision of IMs for Reading and construction of
WASH facilities)
II. DepED-UNICEF INTERVENTIONS
A. Refinement of school-community planning
tools
1. SIP Guide (Process and Tools)
2. District Consolidation Tool
• Allows aggregation of schools data at district
level
• Unit of analysis is number and percentage of
children, boys and girls, by school
B. Introduction of refined planning tools in DepEDLGU Planning
National level - Refinement of planning and
M&E frameworks, processes and tools
Provincial/City Development Plan
Provincial LSB Plan
Division Education Development Planning
District Level Synthesis/Analysis
LGU Annual
Investment Plan
Quarter 1
LPRAP
Local School
Before
opening of SY Board Plan
EO of July
LGU/LSB Planning
Interventions in almost all elementary schools and
districts of 24 out of 36 focus GPH-UNICEF areas
• Based on the school level data, formulation of
draft District Situational Analysis (current situation
of school-aged children , barriers and bottlenecks
faced by children, and priority strategies and
programs to address them)
School Improvement Planning
• Introduction of the school level data gathering tool
• Preliminary work for the updating of SIP/AIP and
input to draft District SitAn (gathering and
organization of data/information using the school
level data gathering tool mentioned above)
• Field testing of the refined SIP process and tools
(in San Felipe CS and Taba-taba ES. Basud_
DepED Planning
III. KEY INSIGHTS & OBSERVATIONS
• There is a weak link between education planning
and LGU planning; no sharing of data /information
on children between the schools and
community/LGU
• LGUs in general do not consider education
interventions as (top) priority in addressing
poverty; need for more proactive advocacy to and
engagement of LGUs in education planning for
increased investment in basic education.
III. KEY INSIGHTS & OBSERVATIONS
• Generally, there is lack of balance in the nature of
investments in basic education
 heavy on supply-side (traditional inputs);
 low investment to address barriers confronted by
children (health and protection issues, effect of
disasters and conflict, etc. that will help ensure better
retention and performance of disadvantaged children
especially in the foundation years (Kinder to Grade 3)
 need to complement these with advocacy to
parents/communities to enhance demand-side
perceptions and commitment to children’s education
III. KEY INSIGHTS & OBSERVATIONS
Refined process and tools
• The refined planning process and tools ensures
availability of comprehensive, child-centered
data/information & a more systematic but simple
analysis of internal and external environment leading to
more responsive interventions.
• In the Malungon LPRAP experience, the District
Supervisors were better equipped with evidence-based
and children-focused plans/proposals.
• They felt more empowered because it enhanced their
bargaining/negotiating” skills and helped boost their
confidence in relating with LGUs during the latter’s plan
preparation