BAKUN, Benguet – Among the 14 municipalities of Benguet, Bakun district is the first to conduct the Benguet Division Monitoring, Evaluation and Adjustment (DMEA) series dubbed as IYAMAN or Yearly Accomplishments Monitoring Activities & Networking on November 7 at Ampusongan Elementary School, Bakun.
Around 250 elementary and secondary school teachers and school heads coming from the 29 elementary schools and four secondary schools in Bakun, together with the Curriculum Implementation Division (CID) of Benguet , School Governance & Operations Division (SGOD), and the Office of the Schools Division Superintendent, municipal government of Bakun, Parent-Teachers Association Officers, Indigenous Peoples Education (IPED) elders, among others gathered on the said event.
The undertaking aimed to share data-driven status of basic education in each school within the district to drum up the continuous support of the local government units and other stakeholders, strengthen accountability among internal and external stakeholders in providing quality basic education services, and full implementation of the basic education curriculum as indicated in the 2016 Division Annual Implementation Plan and to provide a venue for the objective evaluation of accomplishments relative to the implementation of the basic education curriculum and make plan adjustments and effective interventions to address gaps.
The highlights of the event was the presentation of the School Report Card by Noeme M. Balangeg, OIC-Public Schools District Supervisor of Bakun/COP, on enrolment, health & nutritional status, learner’s materials, seat, classroom & toilet ratio, teachers’ professional development & trainings, school awards & recognition, drop out, literacy & numeracy and promotional rate, and stakeholders involvement of 29 public elementary schools, 4 secondary schools and the Alternative Learning System in the district.
On the said event, Rizalyn Guznian, CID-Chief, commented on the high dropout rate in the district due to lack of interest, home chores, and laziness. Furthermore, she challenged the participants to find the root causes and provide interventions to the Students-At-Risk of Dropping Out (SARDOs) in the school.
By: ROMEL D. PECDASEN