Corruption and policy implementation in the philippine a comparative analysis of the teacher training and textbook delivery programmes at the department of education 2

Questionnaires for Semi-Structured Case Interviews Set 1 Textbook Delivery Programme TDP Programmes addressing basic needs of Elementary and High School A general set of inquiries has be

Questionnaires for Semi-Structured Case Interviews Set 1

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:

1 How do 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?

2 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?

3 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?

4 What was your organization’s role in coming up with Programmes addressing basic needs of Elementary and High School students?

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?

5 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?

Questionnaires for Semi-Structured Case Interviews Set 2

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:

1 How do 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?

2 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?

3 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?

4 What was your organization’s role in the Philippine and Australian Government Project in Basic Education (PROBE)?

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?

5 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?

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 No of Interviewees

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

GENERATION

2 ND GENERATION

3 RD GENERATION

TOTAL No Of CODES

A software programme called Ethnograph Version 5 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

Annex B:

Interview and Coding Procedure 1

PARENT CODE:

BUREAUCRACY

1 ST GENERATION CODES 2 ND GENERATION CODES 3 RD GENERATION CODES

DECENTRALIZATION GOVT-INTERFERENCE LACK-OF-TRANSPARENCY LOW SALARY

SECURITY-OF-TENURE UNPOPULAR-LAW

NEDA COA CSC

GOVT-ADVOCACY

PUBLIC-SKEPTICISM

CONG-ANDAYA CONGRESS-MANUEVERING CONSULTATION

ELECTION-INFLUENCE HEARINGS

LOBBYING MAJORITY-SUPPORT OVERSIGHT

POLITICAL-MACHNRY PORKBARREL SENSE-OF-LEGACY POLITICKING POLITICALLY-CORRECT POL-PREFERENCES

BUDGET-ISSUES BUDGET-PROB-PB

INADEQUACY-ED MANPOWER LACK OFFICE-OF-PLANNING POOR-ENVIRONMENT SYSTEM-FAILURE POVERTY REFORMS

Interview and Coding Procedure 2

PARENT CODE:

IMPLEMENTATION

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

PERSONAL NETWORK UNITED-NATIONS WORLD-BANK GLOBALIZATION INTERNATIONAL-ASSIST INTERNATIONAL-COMMUNITY POLITICS-OF-AID

PROTECTIONISM RP-AUSTRALIA-COOPERATION

Annex B:

Interview and Coding Procedure 3

PARENT CODE:

NETWORKS

1 ST GENERATION CODES 2 ND GENERATION CODES 3 RD GENERATION CODES

PATRONAGE SPICEBOYS-IN-CONGRESS ATENEO-LAW-GROUP

CHAMPIONS CHAMPION-PB NO-SENSE-FEAR NO-TOMORROW PERSONAL-IMPACT PRO-ACTIVE SELF-EVALUATION TRUST

MAVERICK

STAKEHOLDERS THINK-OUT-BOX

IBP

NGO-INTERNATIONAL-GOVERNMENT NGO-WATCHDOG PROCUREMENT-WATCH

AGILE

Interview and Coding Procedure 4

PARENT CODE:

CORRUPTION

1 ST GENERATION CODES 2 ND GENERATION CODES

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

Annex B:

Interview and Coding Procedure 5

PARENT CODE:

TDP (TP)

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

PLANNING-TP POLICYCLASH-TP LATEPAY-TP DELIVERY-TP COSTUP-TP CAPACITY-TP

Interview and Coding Procedure 6

PARENT CODE:

PROBE (PB)

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

LIMITEDSCOPE-PB PEDAGOGY-PB

PROBE 1998 PROBE-LET PROFESSIONLSM-PB

RLMC-PB SALARY-OZ SOCIALJUSTICE-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

TEACHR-TIME-MANAGE-PB MONITORING-PB PROBE-SCHOOL-PB LACK-OF-VISION-PB CONFUSION-PB

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

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