1 Data Management & IT Workshop

Here are some of the ways we have used data Enrolment determines resource requirements, existing inventories determine remaining needs and other data like buildable space and electricity supply determine prioritization. We have used this for resource allocation. Enrolment and teacher and classroom inventories are used for MOOE computation. Enrolment, programs offered and school locations were used for SHS planning. School addresses are used to determine which schools will be along the projected typhoon path, must be reminded to prepare and asked to submit RADAR reports.

All schools must be in the EBEIS Only public schools listed in the EBEIS are included in budget and resource allocation. The list of private schools in the EBEIS will be uploaded in the website as the list of accredited private schools. The list of schools in the EBEIS will be used as basis for the Senior High School Voucher System. Before the encoding period of your region, please ensure that all schools are in the system.

Update the profile of all schools Completely spell out the school name. Do not CAPITALIZE entire name. Ensure that all schools have complete address details, especially the barangay field. Ensure the accuracy of all data fields. – Please take special note of the year established, contact information and permit and accreditation details. Before the encoding period for your region, please ensure that all school profiles are updated and accurate.

3,480 public schools have not specified their barangay in the EBEIS 413 ARMM 60 CAR 192 CARAGA 29 NCR 46 Region I 80 Region II 165 Region III 54 Region IV-A 43 Region IV-B 94 Region IX 84 Region V 101 Region VI 42 Region VII 94 Region VIII 1871 Region X 61 Region XI 51 Region XII

There were errors noted in the NSBI submissions Discrepancies between the manual forms and online submissions Building Types that were part of the standard types but flagged under Others Actual Usage that were part of the standard types but flagged under Others Makeshift buildings were tagged as standard buildings Years constructed less than 1000 and greater than 2014

Process for NSBI Updating School, division and regional summaries of NSBI submissions will be generated by CO CO will determine red flags or things to note in all submissions CO will coordinate with specific regions and divisions regarding schools that need special attention Schools will update by correcting previously submitted data Schools will update actual usage and conditions, if necessary Schools will update inventory if demolition and new building construction occurred

Possible additional fields in the LIS Ethnicity and languages spoken (required) Student enrolment in special programs Student enrolment in ADMs ECCD experience Health and Nutrition data

EBEIS Integration with LIS

August Division Region School September Central Office EBEIS 6b. Generate Beginning of SY Regional Perf. Indicators and Reports 6c. Generate Beginning of SY Division Perf. Indicators and Reports 6a. Generate Beginning of SY National Perf. Indicators and Reports 6d. Generate Beginning of SY Perf Indicators 4. Encode & finalize GESP/GSSP/ PSP until Aug. 21, Monitor data submission and provide technical assistance to schools & CLCs 6. Summarize learner enrolment by school (Aug 17) 3. Enroll BOSY Learners until Aug, 14 LIS Enrolment

March Division Region School Central Office EBEIS AprilMay 2a/b. Create Profile for Newly Established Schools & update profile of integrated schools and annexes 2c. Update school profile ( school head, programs, operational stat ) 1. Prepare parameters for beginning of SY Reporting LIS 11, Update EOSY learner status 12. Summarize EOSY learner data (May 31) EOSY enrolment EOSY enrolment

Integration with LIS Total Enrolment The total number of learners enrolled in the school regardless of program. Monograde Enrolment Learners being taught in classes consisting of a single grade only. Multigrade Enrolment Learners being taught in classes consisting of two or more grades handled by one teacher. Data Elements

Integration with LIS Balik-Aral Learner who finished a grade level, stopped schooling and then enrolled in the next grade level after a year or more. CCT/4Ps Recipient Learner whose families are included in the Conditional Cash Transfer (CCT) under the Pantawid Pamilyang Pilipino Program (4Ps) of the Department of Social Welfare and Development (DSWD).

Integration with LIS Indigenous Peoples Learner Learner born of either or both parents who are IP as defined in RA 8371 Indigenous Peoples Republic Act of 1997 Muslim Learner Learner who is born of either or both parents practicing the Islam religion or faith.

Integration with LIS Repeater Learner who failed or left a particular grade level in any previous school year and is enrolled in the same grade level where he/she left or failed. Total Number of Monograde Classes The number of classes by grade level from Kindergarten to Grade 6.