This case study summary reflects on some of processes, mechanisms, actors and activities at play at various stages and levels of the programme, which made it possible for civil society monitoring to cover all the Textbook Delivery Programme’s possible vulnerabilities to corruption and inefficiency. It attempts to unbundle processes at every level, and measure the intensity of the actions/tactics per level using vertical integration as a framework for analysis.
In the 1990s, the Philippines government was corrupt, and the Department of Education among the worst offenders. In high schools, the shortage of textbooks was so great that eight children had to share a single copy. After Congress passed the Government Procurement Reform Act, the education department set to work to provide the right number of high-quality textbooks to the nation’s schools. A crucial aspect was mobilising civil society NGOs to check that suppliers were delivering what they promised, a key monitoring initiative being Textbook 1-2-3.
PFMP’s technical assistance encourages transparency in government’s procurement process
In the 1990s, the education sector in the Philippines faced a major crisis. The Department of Education (DepEd) was accused of extensive corruption, in particular in the field of textbooks procurement (according to Philippine law the government is obliged to provide students with free textbooks) (Ramkumar 2010). At least three forms of corruption were suspected: officials were awarding overpriced contracts to unqualified bidders, suppliers were not honoring their contracts (many textbooks remained undelivered even after the government had paid for them), and some vendors were providing books of poor quality (Ramkumar 2010).
This strategy paper is a comprehensive guide for the sustainability of CSO-government engagement in the Department of Education (DepEd).
On 19 April 2014, the Transparency and Accountability Initiative and Hivos brought together funders, civil society organizations, and researchers to consider the opportunities and challenges of linking state and civil society efforts towards greater transparency and accountability (T/A). This short think piece (Strategic Dilemmas & Context FG SR) picks up on the conversation to encourage collective thinking, research and action.
There is still much room for improvement in citizen participation in local education governance
This paper presents the result of the exploratory research conducted by a research team of Ateneo School of Government that studied the impact of civil society participation on the responsiveness of local spending for education.
This is an easy-to-use guide on how to implement a community based monitoring of education service delivery of a local government unit (LGU) using the tools and methods developed in the implementation of Edukasyon sa Naga, Salmingan Ta! monitoring initiative.
In 2001 there were a plethora of reports, disclosing that billions of pesos were lost in textbook scams, corruption in procurement, ghost projects in textbook delivery and school-building construction. In that year, G-Watch reviewed public sector performance in two key areas: textbook delivery and school-building construction.
This study looked at whether the following government services have been allocated where they are really needed most or where there is shortage. It sought to find out explanations for misallocation that can inform possible policy/implementation reform proposals.
After round of monitoring of school building projects (SBPs) under the Bayanihang Eskwela, G-Watch has persistently encountered issues on allocation. This led G-Watch to inquire about the standard involving allocation.
The Government Watch (G-Watch) of Ateneo School of Government has implemented Bayanihang Eskwela since 2005. The program is a community-based monitoring of the government’s school-building projects that aims to ensure that the right quality of school building projects are implemented at the right time where it is needed most.
The Department of Education (DepEd) has strengthened its partnership with the private sector to achieve its goal of solving the textbook shortage problem this year.
Textbook Count basically provided the blueprint of what we refer to now as Social Accountability, Constructive Engagement, Demand for Good Governance and similar terms that talk about engagement of citizens in governance to enhance transparency and accountability. Even before these terms were coined, there was already the practice and that was primarily Textbook Count.
ASoG’s brand of education is the marrying of theory and practice where academic knowledge is used in order to solve practical problems of our time. It tries to achieve that balance between the realm of ideas and the concrete realities that ideas must contend with to make a difference in real time, real space.
Our approach to change and development is what we call a mosaic approach where scattered efforts and actors working towards change and development are facilitated by the School to come together as pieces of the puzzle that if put together would form an alternative picture of the country.
This seminar serves as another classroom of ASoG. It will be a microcosm of what we endeavor to achieve all over the country.
The Bayanihang Eskwela Manual provides its readers a clearer idea of how a community-based monitoring of school building projects (SBPs) using the G-Watch approach is done from preparation to the result of the monitoring, the response of concerned agencies on the identified issues and challenges and the feedback of stakeholders.
This policy study aims to identify key issues in the implementation of the government’s school building program, focusing on the DepEd-led School Building Program for schools experiencing acute classroom shortage and the DPWH enforced Regular School Building Program which is in the ambit of Republic Act No. 7880 or more commonly known as the Roxas Law.
G-Watch Localization aims to engage the local level to develop a G-Watch application that is attuned to local context and realities. It takes into account the decentralized policy context, the situation and condition of citizen participation in local governance, the nature and practice of the local government unit and the backdrop of socio-cultural realities prevalent and strong at the local area like primacy of kinship, prevalence of patronage and machismo, to name a few. It situates itself in the areas of monitoring and evaluation which remains weak despite the mandated avenues for citizen participation due to sheer lack of resources for it, the lack of capability and its seeming lack of urgency in comparison to other concerns.
The implication on this seemingly innocent case of misallocation of projects is arguably a vicious cycle of social injustice where those who in need are further deprived because of their condition of un-having, of not having project pre-requisites such as roads, electricity, land, numbers; while those who have enough or have more are given more because of the condition of having, of being accessible, conducive and having the numbers that bring votes.