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    III Accontabilit and CI

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    Carol Laconsay
    This document outlines levels of accountability and continuous improvement in education delivery. It provides indicators for 5 roles and responsibilities, with level 1 being basic clarification, level 2 engaging stakeholders, and level 3 using shared processes. It also provides indicators for 2 achievement of goals, 3 accountability system ownership, 4 accountability assessment, and 5 participatory assessment. For each indicator, it lists specific documents, reports, meetings, and tools that provide evidence of the accountability practices being implemented at each level. The goal is to evolve from school-led initiatives to community-accepted systems with stakeholders continuously enhancing processes.

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    III Accontabilit and CI

    Uploaded by

    Carol Laconsay
    134 views4 pages
    This document outlines levels of accountability and continuous improvement in education delivery. It provides indicators for 5 roles and responsibilities, with level 1 being basic clarification, level 2 engaging stakeholders, and level 3 using shared processes. It also provides indicators for 2 achievement of goals, 3 accountability system ownership, 4 accountability assessment, and 5 participatory assessment. For each indicator, it lists specific documents, reports, meetings, and tools that provide evidence of the accountability practices being implemented at each level. The goal is to evolve from school-led initiatives to community-accepted systems with stakeholders continuously enhancing processes.

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    This document outlines levels of accountability and continuous improvement in education delivery. It provides indicators for 5 roles and responsibilities, with level 1 being basic clarification, level 2 engaging stakeholders, and level 3 using shared processes. It also provides indicators for 2 achievement of goals, 3 accountability system ownership, 4 accountability assessment, and 5 participatory assessment. For each indicator, it lists specific documents, reports, meetings, and tools that provide evidence of the accountability practices being implemented at each level. The goal is to evolve from school-led initiatives to community-accepted systems with stakeholders continuously enhancing processes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    134 views4 pages

    III Accontabilit and CI

    Uploaded by

    Carol Laconsay
    This document outlines levels of accountability and continuous improvement in education delivery. It provides indicators for 5 roles and responsibilities, with level 1 being basic clarification, level 2 engaging stakeholders, and level 3 using shared processes. It also provides indicators for 2 achievement of goals, 3 accountability system ownership, 4 accountability assessment, and 5 participatory assessment. For each indicator, it lists specific documents, reports, meetings, and tools that provide evidence of the accountability practices being implemented at each level. The goal is to evolve from school-led initiatives to community-accepted systems with stakeholders continuously enhancing processes.

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    You are on page 1of 4

    III.

    Accountability and Continuous Improvement


    Indicators
    LEVEL 1 LEVEL 2 LEVEL 3
    1. Roles and There is an active party that initiates The stakeholders are engaged Shared and participatory
    responsibilities of clarification of the roles and responsibilities in in clarifying and defining their processes are used in determining
    accountable person/s education delivery roles and responsibilities. roles, responsibilities and
    and collective body/ies
    Documents identifying participants to the accountabilities of stakeholders in
    are clearly defined and
    crafting managing and supporting
    agreed upon by
    community education.
    stakeholders. T
    o stakeholders.
    1. Terms of Reference/List of roles and
    3. Constitution and By-laws ( 5. Ratified/Amended Constitution and
    responsibilities/job description
    PTA, SGC and others) By-laws (As applicable)
    2. Written Designations of accountable
    4. Code of conduct 6. MOA/MOU/Board Resolution (as
    persons based on applicable rules and
    applicable)
    regulations (as applicable)
    of SIP such as the school

    Performance accountability is practiced A community-level A community-accepted


    2. Achievement of at the school level accountability system is evolving performance accountability,
    goals is recognized from school-led initiatives. recognition and incentive system is
    based on a
    being practiced
    collaboratively
    developed
    1. Minutes of consultative meetings Rewards 3. List of stakeholders as members of
    performance
    and incentive system mechanism (School the school PRAISE 5. Resolutions on incentives and
    accountability system;
    Memo, School Bulletin, Guidelines, 4. Documentation of objectively rewards system. (LGU/NGO/BLG)
    gaps are addressed
    Committee/s, Transparency Board) verifiable indicators (list of 6. List of awardees in the different
    through appropriate
    awardees, list of donors) categories.
    action 2. Documentations 7. Documentation of activities
    conducted (sample program, pictures,
    photocopy of vouchers for monetary
    incentives, sample certificates)

    The school articulates the accountability Stakeholders are engaged in School community
    3.The accountability assessment framework with basic the development and operation of stakeholders continuously and
    system is owned by components, including implementation an appropriate accountability
    the community and is collaboratively review and
    guidelines to the stakeholders. assessment system. enhance accountability systems’
    continuously
    enhanced to ensure processes, mechanisms and tools
    that management 1. Minutes of consultative meeting
    structures and - M & E tools and mechanisms used to 4. Guidelines on Committees
    5.School Monitoring and Evaluation
    mechanisms are Track : organized involving internal and
    Adjustment (SMEA) Reports
    responsive to the a. School performance external stakeholders in M&E
    emerging learning b. SGC/GPTA operations
    needs and demands of c. Resources utilization
    the community 2. Documentation/presentation of SRC and
    (System of Processes,
    accomplishment reports in School
    Mechanisms and Tools
    assemblies
    Accountability
    )Ownership 3. Annual report of performance review

    4. Accountability The school with the participation of Stakeholders are engaged Stakeholders continuously
    assessment criteria stakeholders articulates an in the development and and collaboratively review and
    and tools , feedback accountability assessment framework operation of an appropriate enhance accountability systems,
    , mechanisms, and
    with basic components including accountability assessment processes, mechanisms and tools
    information
    implementation guidelines. system.
    collection and
    validation
    1. Letter to the Stakeholders 12. On-site Validation and
    techniques and 7. Memorandum / Letter
    Feedback
    processes are 2. Memorandum: Organizational Meeting 8. Monitoring and Evaluation Tool 13. Report on Benchmark Activities
    inclusive and of the Different Committees 9.Validation Report / Feedbacks by other School
    collaboratively 3. Documentation 10. Utilized Assessment Tool 14. Report on Review and
    developed and
    4. Prepared Assessment Criteria 11. Documentation Refinement of Accountability
    agreed upon.
    5. Prepared Assessment Tool System Process and Tools through
    6. Prepared Implementing Guidelines and Post Evaluation, Exit Meetings and
    Implementation Plan in Gantt Chart Feedback Mechanism with all the
    stakeholders
    15. Documentation in soft and hard
    copy.
    5. Participatory School initiates periodic Collaborative conduct of School-community
    assessment of performance assessments with the performance assessment developed performance
    performance is participation of stakeholders. informs planning, plan assessment is practiced and is
    done regularly
    adjustments and requirements the basis for improving
    with community .
    for technical assistance monitoring and evaluation
    Assessments
    results and lessons systems, providing technical
    learned serve as 3. Situational analysis assistance and recognizing and
    basis for feedback, 4. Individual or Team Technical refining plans.
    technical
    assistance , 1. Periodic report on school performance Assistance Provision Plan
    7. Approved adjusted AIP /
    recognition and and assessment review 5. Actual TA provision report Supplemental/ Enhanced Plan
    plan adjustment.
    2. Report of SRC presentation 6. Quarterly SMEA Report or any
    other equivalent reports
    presented to stakeholders

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