.::. Synergeia Foundation, Inc. .::.

The project is a massive effort to arrest the decline in the competencies of all children in public elementary schools in Bulacan (500,000) in Reading and in Mathematics.
The community learned for the first time that Bulacan children performed poorly in the NEAT test in an education summit that was convened by the governor in 2000
- Mathematics—39.40% vs. the national average of 50.00%
- English—40.23% vs. the national average of 42 %
Where are the Bulacan children now?
- Lowest incidence of non-readers in English in Region 3, i.e. only 1 out of every 100 non-readers in the region is in Bulacan.
- In the NATT test for grade five in 2004:
Where are the teachers?

In 2003, the teachers scored 64.48 percent in a region-wide English assessment test.
In 2005, the teachers scored 72.81 percent, an increase of 8.33 percentage points or 13 percent.

Average score in English: 57.48%, an increase of 17.25 percentage points or 43 percent
Average score in Math: 63.91%, an increase of 24.51 percentage points or 62 percent.

What did the province do?

It implemented a comprehensive program that made the LGU, community, parents, business sector, academic institutions, religious community, church, and out-of school youth, major stakeholders in the reform of basic education.

A complicated and difficult task since the delivery of basic education HAS NOT BEEN DEVOLVED to local governments.
DEPED has been a monolithic and closed institution since the American regime.
Many stakeholders have to be mobilized to enable them to own and move the program forward, roughly 300,000 individuals

The program is strategic since it is based on introducing changes in the systems and processes through which basic education is delivered. This is in contrast to sporadic and piece-meal interventions like the grant of scholarships, academic contests, building of libraries, purchase of computers, etc.

What are the Joint-Systems in Education that have been put in place?

Continuing professional development of teachers, principals and supervisors on content, strategies for effective teaching and supervision, and personal development
Learning Resource System—cost-effective distribution of textbooks (rationalization in the distribution of DEPED books written by different authors so that schools end up using one kind of textbook leading to 1:1 pupil textbook ratio); development of workbooks to develop thinking skills and creativity of pupils, development of lesson plans for teachers to ensure that minimum competencies are developed.
System of Assessment and Monitoring-- impact of programs on teaching and learning is constantly monitored. Parents participate in evaluating the performance of teachers.
Performance Based Incentive Program—incentives are given to outstanding performers in terms of recognition (teachers’ day, cash and gift awards. The Provincial government hosts an annual R and R for all teachers and their families at “8 waves resort” annually.
Management of Instruction and Learning—Parents are organized to support the learning system. KASAMAKA trains parents on how to develop good values among their children, supervise learning at home and help other parents who have inadequacies to help their own children.

Institutionalization of Project Josie
A good indicator that the project is institutionalized is when it no longer is called “Project Josie” but its reforms have been put in place.

DEPED Division Memo no. 63, 2003 establishes a “Parents’ Desk” in every school. Parents hold tutorial lessons, supervise work exercises of pupils, and help teachers prepare audio-visual materials as officers-in-charge. (This reform is probably the first in the Philippines)

The same memo defines the rules of engagement of parents in schools.
DEPED Division Memo 15, 2005 institutionalizes the annual strategic planning of major stakeholders of education in Bulacan where they collaboratively measure improvement in learners’ performance and set targets for the year.
Executive Order 2003-06 creates the Bulacan Education Council that that will develop a comprehensive education plan for the province.
Devolution of the implementation of Project Josie into the municipal governments. The process started with the conduct of education summit on August 24, 2005 with the participation of mayors from the municipalities and their project management teams. Mayor Jesse Robredo shared his experiences on reinventing the Naga School Board which the municipalities will adopt (see sample output of the summit)
Development and Implementation of a Performance Based Incentive System (please see sample framework and instrument)

Considering the permanence of DEPED as an institution, DEPED has been tasked to take the lead in the devolution process (Please see the DEPED memos on the conduct of capability building programs and the framework that is to be followed.)
The Local School Board’s Budget has been re-formulated to fully absorb the activities in Project Josie due to the closure of support from the Ford Foundation.
The parents’ organization, KASAMAKA, runs on volunteerism but is systemically organized with the identification and training of parents’ coordinators in every district. Funding for training programs is also part of the Local School Board’s budget. (Please see 2004 budget).
The project has trained 247,825 parents, 4,141 teachers, 526 principals, and 332 out of school youth volunteers. The training has been organized into manuals –9,603 for teachers and 247,825 for parents. The project has 414,156 workbooks in English and Math.

These systems have been reformed and will continuously be used regardless of changes in personalities.

What is wrong with the acronym Project Josie?
The perception is that it is a political jargon. The use of the name however has:

Given the program a strong identity for the last five years. Teachers, parents and students identify themselves with the project and gives them the “tayo yon” feeling.
Sent a strong signal that basic education is the topmost priority of the provincial government.
Helped to bring the public’s level of awareness on an education with a high profile.

A strong sense of identity is important in the development of the project. But as the processes of the project become integrated into the day-to-day delivery of the learning system, and as the program is devolved to the municipal governments, the project name becomes immaterial.

Replication of Project Josie

The project has supported the cities of Marawi and San Fernando; the municipalities of Upi, Barira, and Datu Paglat in Mindanao in putting in place a reading and mathematics program for children. Trainers, model teachers from Project Josie served as the mentors of the teachers in ARMM in 2004 and 2005. The parents’ manual has been the basis of the training program of parents in 4 municipalities in ARMM. Currently, the Tiwi education reform program is being mentored by Project Josie particularly on mobilizing parents to support schools. The modules used for training teachers are also used in ARMM and in Pampanga. The performance incentive system of Project Josie is also used in Sulu, Tawi Tawi and Maguindanao starting 2005.

Governor dela Cruz continuously advocates for the importance of education reforms in forums of local governments, including those held in provinces such as the education summits in Negros Occidental and Upi.

The Executive Director also mentored the mayors of Iloilo in developing an education reform program in 2003.