Annex A: Questionnaires for Semi-Structured Case Interviews Set Textbook Delivery Programme (TDP) Programmes addressing basic needs of Elementary and High School A general set of inquiries has been drawn up These questions will be modified accordingly to suit the type of source informant being addressed The areas of inquiry have been set to try to address the main puzzles of the study, these are listed below: How national government agencies, non-government organizations and International organizations work together in addressing the different issues related to Programmes addressing basic needs of Elementary and High School students in a Philippine setting? 1.1 What are the issues and challenges that accompany the working relationship between government, civil society and International Organizations? 1.2 Are there institutional structures built that allow for the regular interaction of governments, civil society and International Organizations? Are there regular professional informative gatherings were various organizations and individuals meet, discuss and acquire knowledge regarding the issues on education reform in the Philippines? 2.1 Who organizes these professional gatherings? How often are they held? 2.2 How effective are these professional gatherings in shaping policies of governments with respect to Programmes addressing basic needs of Elementary and High School students’ strategies in the Philippines? Are there regular institutional meetings were various organizations and individuals meet and discuss issues and challenges related to the education reform issues? 3.1 Who organizes these institutional meetings? How often are they held? 3.2 How effective are these institutional meetings in shaping policies of governments with respect to education reform strategies in the Philippines? What was your organization’s role in coming up with Programmes addressing basic needs of Elementary and High School students? 341 4.1 What are the contributions of your organization to Programmes addressing basic needs of Elementary and High School students? How effective was the interaction that happened between your organization and other entities in coming up with Programmes addressing basic needs of Elementary and High School students? 4.2 What issues and challenges did your organization face in the formulation and eventual ongoing implementation of Programmes addressing basic needs of Elementary and High School students? How have the Programmes addressing basic needs of Elementary and High School students influenced the domestic politics of the country especially with regard to education in the Philippines? 5.1 How prominent is the issue of Programmes addressing basic needs of Elementary and High School students in the domestic politics of the country where your organization functions? 5.2 Who are the “champions” and “sponsors” and what were the “conditions” that enabled the enactment of Programmes addressing basic needs of Elementary and High School students? 342 Annex A: Questionnaires for Semi-Structured Case Interviews Set Programme on Basic Education (PROBE) Philippine and Australian Government Project in Basic Education A general set of inquiries has been drawn up These questions will be modified accordingly to suit the type of source informant being addressed The areas of inquiry have been set to try to address the four main puzzles of the study, these are listed below: How national government agencies, non-government organizations and International organizations work together in addressing the different issues related to education reform in a Philippine setting? 1.1 What are the issues and challenges that accompany the working relationship between government, civil society and International Organizations? 1.2 Are there institutional structures built that allow for the regular interaction of governments, civil society and International Organizations? Are there regular professional informative gatherings were various organizations and individuals meet, discuss and acquire knowledge regarding the issues on education reform in the Philippines? 2.1 Who organizes these professional gatherings? How often are they held? 2.2 How effective are these professional gatherings in shaping policies of governments with respect to education reform strategies in the Philippines? Are there regular institutional meetings were various organizations and individuals meet and discuss issues and challenges related to the education reform issues? 3.1 Who organizes these institutional meetings? How often are they held? 3.2 How effective are these institutional meetings in shaping policies of governments with respect to education reform strategies in the Philippines? What was your organization’s role in the Philippine and Australian Government Project in Basic Education (PROBE)? 343 4.1 What are the contributions of your organization to the Philippine and Australian Government Project in Basic Education (PROBE)? How effective was the interaction that happened between your organization and other entities in coming up with PROBE? 4.2 What issues and challenges did your organization face in the formulation and eventual ongoing implementation of PROBE? How has the Philippine and Australian Government Project in Basic Education (PROBE) influenced the domestic politics of the country especially with regard to education in the Philippines? 5.1 How prominent is the issue of PROBE in the domestic politics of the country where your organization functions? 5.2 Who are the “champions” and “sponsors” and what were the “conditions” that enabled the enactment of PROBE? 344 Annex B: Interview and Coding Procedure A total of 249 codes were generated from the interviews that were conducted in the three case areas In all 74 interviews were made in the three case areas and at the national level The interviews were conducted during three different timeframes, namely: (1) late October to late November 2003; (2) late May to late June 2004 and (3) October to December 2004 The interviews lasted an average of 90 minutes each Three of those interviewed refused to be quoted for the research Eight of the interviews that were used on three audio-cassette tapes were irreparably damaged In all 63 interviews were conducted in the three case areas This is illustrated in the table below: Case Areas National Luzon Visayas Mindanao TOTAL No of Interviewees 13 29 14 18 74 All the interviews were transcribed The average transcription time for a 90 minute tape is approximately seven to eight hours These interview transcripts were then read, analyzed and coded A total of 249 codes were generated after undertaking careful content analysis These codes were divided into four general types: (1) Parent Codes; (2) 1st Generation; (2) 2nd Generation and (3) 3rd Generation Codes This is shown in the table below The PARENT CODE BUREAUCRACY (1) IMPLEMENTATION (1) NETWORKS (1) CORRUPTION (1) TDP (1) PROBE (1) TOTAL (6) ST GENERATION 39 34 39 124 ND GENERATION 39 10 22 23 13 114 RD GENERATION TOTAL No Of CODES 49 50 30 25 42 53 249 A software programme called Ethnograph Version was used as a helpful tool in analyzing large sets of qualitative data Frequency distributions, intersection of concepts and overlapping of concepts were done in a more systematic way with the use of Ethnograph The succeeding pages show the different codes that were generated after analyzing the interview transcripts 345 Annex B: Interview and Coding Procedure PARENT CODE: BUREAUCRACY ST ND GENERATION CODES GOVERNMENT-TRAITS GENERATION CODES BANDWAGON DECENTRALIZATION GOVT-INTERFERENCE LACK-OF-TRANSPARENCY LOW SALARY SECURITY-OF-TENURE UNPOPULAR-LAW GOVERNMENT-AGENCY DBM NEDA COA CSC EXECUTIVE-BRANCH GOVT-ADVOCACY PUBLIC-SKEPTICISM PRES.GMA-2-DISTANT CONGRESS APPROPRIATIONS-COMMTTEE CONG-ANDAYA CONGRESS-MANUEVERING CONSULTATION ELECTION-INFLUENCE HEARINGS LOBBYING MAJORITY-SUPPORT OVERSIGHT POLITICAL-MACHNRY PORKBARREL SENSE-OF-LEGACY POLITICKING POLITICALLY-CORRECT POL-PREFERENCES BUDGET BUDGET-EASE BUDGET-ISSUES BUDGET-PROB-PB DEPED DEPED-REPUTATION DEPED-CULTURE INADEQUACY-ED MANPOWER LACK OFFICE-OF-PLANNING POOR-ENVIRONMENT SYSTEM-FAILURE POVERTY REFORMS RD GENERATION CODES PROFESSIONAL CODE 346 Annex B: Interview and Coding Procedure PARENT CODE: IMPLEMENTATION ST GENERATION CODE FUND-SUSTAINABILITY IMPLEMENTATION-DELAY IMPLEMENTATION-OWNERSHIP IMPLEMANTATION-ISSUES IMPLEMENTATION-PB IMPLEMENTING-RULES-REGULATIONS INSCHOOL-RESEARCH-PB PROJECT-CONTINUITY SUCCESS-IMPLEMENTATION PROFESSIONALIZATION 1ST-OPERATING-PROVISION IST-PRIORITY ACCIMPLISHMENTS BENEFICIARIES CATCH-22 COLLABORATION COMMUNICATION-GAP COMMITMENT CONTENTMENT CONTINUITY-INSTITUTIONS COUNTERPART DEVOLUTION DINOSAURS DISCERNMENT ELITISM EXTERNALITY IDENTIFYGOAL IMPACT-OF-INFORMATION TECH INFLUENCING INSTITUTIONALIZE LEADERSHP LOCAL- SUPPORT MEET-DISCUSS NO-IDEA-LEGISLATION OPTIMIZE PERSONALITIES RESOURCEFULNESS STRATEGY-OF-CONTINUITY INTERNATIONAL-ORGANIZATIONS ND GENERATION CODE AUSAID PERSONAL NETWORK UNITED-NATIONS WORLD-BANK GLOBALIZATION INTERNATIONAL-ASSIST INTERNATIONAL-COMMUNITY POLITICS-OF-AID PROTECTIONISM RP-AUSTRALIA-COOPERATION 347 Annex B: Interview and Coding Procedure PARENT CODE: NETWORKS 1ST GENERATION CODES NETWORKS 2ND GENERATION CODES PAKIKISAMA PATRONAGE SPICEBOYS-IN-CONGRESS ATENEO-LAW-GROUP CHAMPION BEHIND-THE-SCENE CHAMPIONS CHAMPION-PB NO-SENSE-FEAR NO-TOMORROW PERSONAL-IMPACT PRO-ACTIVE SELF-EVALUATION TRUST MAVERICK MEDIA STAKEHOLDERS THINK-OUT-BOX CIVSOCIETY 3RD GENERATION CODES MEDIAPOWER CIVIL-SOCIETIES IBP NGO NGO-CULTURE NGO-INTERNATIONALGOVERNMENT NGO-WATCHDOG PROCUREMENT-WATCH AGILE 348 Annex B: Interview and Coding Procedure PARENT CODE: CORRUPTION 1ST GENERATION CODES CORRUPTION 2ND GENERATION CODES ACCOUNTING-CRPTN BUYING-POSTS CORRUPT-FILLED-TP CORRUPTION-INSIDE CORRUPTION-PEERS CORRUPTION-HOT-ISSUE DELIVERY-CORRUPTION EXPERT-CORRUPTION-TP FAKE-LICENSE FAVOURITISM-TEACHERS PEACE-AND-ORDER-CORRUPT PROCUREMENT-CORRUPTION PUBLIC-CORRUPTION SUPERINTENDENT-OFFICE-CORRUPT TEACHER-BRIBES WASTAGE-OF-CORRUPTION WEAK-PROCLAMATION NEED-4-POWER NO-POLITICAL-GAINS PUBLIC-2-PRIVATE-TRANSFER PROCUREMENT-POWER SPEND-4-MEDIA WHITE-ELEPHANT 349 Annex B: Interview and Coding Procedure PARENT CODE: TDP (TP) ST GENERATION CODE IMC-TP EVALUATION-TP BADBOOKS-TP BIDDING-TP CAPTIVE-MARKET-TP CHANGE-IMC-TP CENTERS-OF-EXCELLENCE CURRENT-SITUATION-TP ECONOMISES-OF-SCALE-TP EXPERTISE-TP FEEDBACK-TP GOVERNMENT-CONTROL-TP HISTORY-TP IMPACT-TP MAKE-BOOKS-TP MISSION-TP MY-ROLE-TP PEOPLE-EMPOWERMENT-TP PILOTBOOK-TP PROCUREMENT-OF-BOOKS-TP PRIVATIZATION-TP QUALITY-OF-BOOKS-TP RA 8047-TP RATIO-TP SCOPE-TP TEACHER-TEXTBOOK-TP TEEP&SEDIP TEACHERS-MANUAL TRAINING-TP TEXTBOOK-PROBLEM-TP UP-POPULATION-TP WB-TP WEAKNESS-TP ALLOCATION-LIST ND GENERATION CODE WASTAGE-TP PLANNING-TP POLICYCLASH-TP LATEPAY-TP DELIVERY-TP COSTUP-TP CAPACITY-TP 350 Annex B: Interview and Coding Procedure PARENT CODE: PROBE (PB) ST GENERATION CODE OBSRVATION-OZ DEANS-OZ ONELANGUAGE-PB COMMUNICATECH-PB CPESEM-PB CULTURE-PB COMEBACK-PB DEPEDVERSUSPROBE-PB FARSCHOOLS-PB FELLOW-PB FOCUSGRPDISC-TEACH-PB FUNDING-AFTER-PB HIP-PB IMPACT-PB INTERNTL-EXP-PB MISSION-PB MYROLE-PB NO-EVIDENCE-CORRPTN-PB OUTCOMES-PB OUTREACH-PB OZTRIP-PB OZSTUDY-PB ND GENERATION CODE DIFFICULTY-OZ CLASS-TEACH-RATIO-OZ LIMITEDSCOPE-PB PEDAGOGY-PB PROBE 1998 PROBE-LET PROFESSIONLSM-PB RLMC-PB SALARY-OZ SOCIALJUSTICE-PB STRENGTH-PB ORIENTATION-PB LEARNING-PB LEVEL-OF-EXPEC-PB PLANNING-PB TEACHER-TRAINING-PB TEACH-MATERIALS-PB TEI-PB THANKFUL-PB TRAINING-ISSUES-PB TRAVEL-OPP-PB UP-CONFIDENCE-PB SCHOOL-COOPERATION-PB WEAKNESSES-PB TEACHWEAKNESS-PB TEACHR-TIME-MANAGE-PB MONITORING-PB PROBE-SCHOOL-PB LACK-OF-VISION-PB CONFUSION-PB 351 Annex C: LIST OF ABBREVIATIONS ADB – Asian Development Bank AISF – Associate In-Service fellow ARMM – Autonomous Region of Muslim Mindanao ASEAN – Association of Southeast Asian Nations AusAID – Australian Agency for International Development BEAM – Basic Education Assistance for Mindanao BEE – Bureau of Elementary Education BNFE – Bureau of Non-Formal Education BPESS – Bureau of Physical Education and Sports Sciences BSE – Bureau of Secondary Education BTr- Bureau of Treasury CARP – Comprehensive Agrarian Reform Programme CBO – Community-Based Organizations CHED – Commission on Higher Education CIA – Congressional Initiative Allocations CLE – Cooperative Learning Environment COA – Commission on Audit CPE – Continuing Professional Education CSC – Civil Service Commission CSM – Curriculum Support Materials CSO – Civil Society Organization DECS – Department of Education, Culture and Sports DepED – Department of Education EDCOM – Education Commission EDPITAF – Educational Development Projects Implementing Task Force EO 13 – Executive Order 13 (school principal Empowerment Act) GPRB – Government Procurement Reform Bill HNC – Health and Nutrition Centre ICB – International Competitive Bidding IMCS – Instructional Materials Corporation Secretariat IMF – International Monetary Fund INSET – In-Service Education for Teachers IPR – Intellectual Property Rights IRF – Implementation Regime Framework ISF – In-Service Facilitator LCC – Literacy Coordinating Council LET – Licensure Examination for Teachers LGU – Local Government Unit LMP – League of Municipalities in the Philippines MEC – Ministry of Education and Culture MIS – Management Information System MOA – Memorandum of Agreement MOU – Memorandum of Understanding NAMFREL – National Movement for Free Elections 352 NCA – Notice of Cash Allotment NCCA - National Commission for Culture and the Arts NCPAG – National College of Public Administration and Governance NCR – National Capital Region NEAP – National Educators Academy of the Philippines NETRC – National Education Testing and Research Centre NGO – Non-Government Organization NSAT – National Secondary Admissions Test NSTIC – National Science Training and Instrumentation Centre NTP – National Tuberculosis Programme NVCHS – Nueva Vizcaya Central High School ODA – Official Development Assistance PBET – Philippine Board Examination for Teachers PCER – Presidential Commission on Education Reform PCIJ – Philippine Centre for Investigative Journalism PHC – Primary Health Care PID – Project Implementation Document PO – Private Organization PROBE – Programme on Basic Education PRODED – Programme for the Development of Education PSC- Philippine Sports Commission PVOI – Philippine Values and Orientation Inventory RA 8047 – Republic Act 8047: Book Publishing Act Industry Act of 1995 RLTA – Regional Long Term Adviser RLMC – Regional Learning Materials Centre SARO – Special Allotment Release Order SEDIP – Secondary Education Development and Improvement Programme SEF – Special Education Fund SEMP – Secondary Education Management Programme SOP – Standard Operating Procedure Sub-SARO – Sub-Allotment Release Order TAG – Transparency and Accountability in Government Network TDP – Textbook Delivery Programme TEC – Teachers’ Education Council TEEP – Third Elementary Education Project TEI – Teacher Education Institute TSU – Teaching Support Unit TTI – Teacher Training Institute UNESCO – United Nations Educational Scientific Cultural Organization UP – University of the Philippines WB – World Bank 353 Annex D: Field Photographs Exhibit The books on the left were issued just three months into the 2004 school year However, as can be seen, the textbook above is already almost torn The supply officer indicated that this an example of the deterioration of the textbook quality FUNCTIONS The supply officer shows the different types of paper quality used for the textbooks in school year 2004 He indicated that the paper was more fragile and darker in quality (thus not easily readable) compared to textbook deliveries made in previous years 354 Annex D: Field Photographs Exhibit The pictures on the left depict a school warehouse in Luzon According to the supply officer, more than 8,000 books have remained uncollected Notice that some of the boxes have never been opened for the past years This has been going on for years The supply officer claims that he has already reported the excess amounts and was expecting the Division office to collect; no action has taken place to date The picture on the left was taken inside a school warehouse in the Visayas The Supply officer says that there are no existing records for her to determine how many books have been accumulated in the warehouse 355 Annex D: Field Photographs Exhibit The pictures on the right indicate one of the textbooks that is a subject of controversy The Visayas supply officer claims that this textbook as government property should not be “FOR SALE.” She claims though that the private publisher has told her that the same textbooks have been sold to other schools in the region The pictures on the left are illustrations of the infamous Gangsa textbook The COA Audit Report of 2004 already uncovered that this particular textbook IS NOT CONSISTENT with the revised curriculum of the DepEd Consequently, schools – in principle – SHOULD NOT be using this particular book However, schools in the three case areas of the study actually had excess supplies of this particular textbook in their warehouses 356 Annex D: Field Photographs Exhibit The picture on the right is taken from the Luzon PROBE Teaching Support Unit (TSU) The picture on the left portrays some of the facilities that are found in a PROBE TSU (Mindanao) The picture on the right shows some of the completed In-Service Education Training (INSET) packages that have been written by PROBE Fellows (Visayas) The picture on the right portrays some of the facilities that are found in a PROBE TSU (Mindanao) 357 ... Region of Muslim Mindanao ASEAN – Association of Southeast Asian Nations AusAID – Australian Agency for International Development BEAM – Basic Education Assistance for Mindanao BEE – Bureau of Elementary... – National Capital Region NEAP – National Educators Academy of the Philippines NETRC – National Education Testing and Research Centre NGO – Non-Government Organization NSAT – National Secondary... regular professional informative gatherings were various organizations and individuals meet, discuss and acquire knowledge regarding the issues on education reform in the Philippines? 2. 1 Who organizes