Resource requirement data model for basic public schools in the Philippines
Date of Publication
Master of Science in Information Technology
College of Computer Studies
Allan B. Borra
As a society, the Filipino people have a profound consideration and value for education. This is manifested by the commitment of the Philippine government to provide quality basic education for all children, young people, and adults through the Philippine Education For All (EFA) Action Plans. Moreover, the proportion of the national budget that goes to the education sector substantiates this. The Department of Education (DepEd) has been receiving the highest budget allocation among the different government agencies, as mandated by the Philippine Constitution. However, a big portion of this budget goes to the salaries and allowances of teachers, employees and non-teaching staffs, which leaves a little share for other equally important overheads such maintenance cost and allocation for educational resources.
In line with this, DepEd recognizes the importance of engaging different education stakeholders that can augment the existing and available resources and help the agency in managing these resources to effectively improve educational outcomes. In the formal education system of DepEd, policies were put in place to improve and strengthen partnerships for education and to widen the extent of collaboration among education allies in addressing resource gaps. However, there is an evident discrepancy between the resources provided by external stakeholders as opposed to the actual needs of the schools. This is substantiated by the proponents findings from the conducted initial data gathering and study and was further confirmed by the raised concerns on availability and accessibility of data on school resources, during the Key Informants Interview.
Primarily, this research aimed to develop a data model that can help DepEd efficiently identify the resource requirements of the schools in order to optimize the assistances being provided by the external stakeholders. A data model had been created to represent the key components and the list of activities performed in order to systematically understand and create a profile of the resources needs and conditions of schools. The proponent used a variety of qualitative data gathering and analysis techniques, and intended to minimize systematic bias that can arise from a single method, hence used triangulation of data, drawing from a range of qualitative methods.
The developed resource requirements data model will greatly help the Department of Education to efficiently identify the actual needed resources of schools, identify priorities in terms of accepting donations and influence partners to direct their donations to the most needing locations, eliminate the time-consuming and manual consolidation and processing of data, eliminate data redundancy, and efficiently share data with colleagues and other partners for informed decision-making.
It is recommended that DepEd adopts the developed data model since it acquires the existing global practices in assessing schools resources and needs. Similarly, the data model addresses the issues and concerns in the existing practices in DepEd in terms of institutional processes, technical considerations, and operational capacity that causes the difficulty in identifying the actual needs of the schools, hence causes the mismatch of resources allocation.
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
1 computer disc ; 4 3/4 in.
Public schools--Philippines; School management and organization--Philippines
Barja, M. M. (2017). Resource requirement data model for basic public schools in the Philippines. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/5363