Third Elementary Education Project

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The Third Elementary Education Project (TEEP) is a project of the Department of Education (DepEd) in response to the Social Reform Agenda (SRA) initiatives of the government. Its purpose is to improve the quality of and access to elementary education, with the particular objectives of strengthening the capacity of DepEd to deliver elementary education more effectively; improving pupil participation, learning achievement and reducing dropout rate; and actively involving the community and local government units.

Contents

Members

The project's aim is to provide technical and financial assistance to LGUs in the construction and rehabilitation of school buildings in 22 depressed provinces in the country. These are the provinces that are in urgent need of educational investments. Five were chosen by the Presidential Commission to Fight Poverty while the other seventeen were chosen by the SRA. In Luzon, Kalinga, Apayao, Abra, Batanes, Mountain Province, Ifugao, Benguet, Aurora, and Masbate. In Visayas, the following provinces were included, Antique, Negros Oriental, Romblon, Capiz, Eastern Samar, Leyte, Southern Leyte, Biliran, and Guimaras. In Mindanao, Agusan del Sur, Surigao del Sur, North Cotabato, and Zamboanga del Sur were included.

Objective

TEEP intends to raise the participation of school age children, improve the 6-year completion in elementary schools and increase their academic achievement. It finances two major components:

  • Component 1 - enhances the capability of technical assistance, training, equipment, supplies and material and operating cost;
  • Component 2 - enhances the Division/District Offices and schools in the areas of educational planning and management, instructional supervision, administrative information and financial management, improving LGU and community participation, and instructional effectiveness.

Features

  • Decentralization and school empowerment
  • Local educational planning and management
  • School improvement and innovation facility
  • Adequate textbooks and instructional materials
  • Needs-based training for teachers, principals and supervisors
  • Local school construction and equipment
  • Multigrade program
  • Partnership with stakeholders

External link

Reference

Citation

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