A Project Proposal for the

Rizal High School School Improvement Program

Presented By

Version 0.1 May 2009

Table of Contents
1 2 3 INTRODUCTION ................................................................................................................................. 1 EXECUTIVE SUMMARY ................................................................................................................... 5 RIZAL HIGH SCHOOL TODAY AND THE NEED TO TRANSFORM ....................................... 6

3.1 THE SCHOOL IMPROVEMENT PLAN .......................................................................................................... 9 3.2 ADDRESSING THE CHALLENGE .............................................................................................................. 10 4 BUILDING THE CENTER OF EXCELLENCE FOR FACULTY AND STUDENT DEVELOPMENT ........................................................................................................................................ 11 4.1 EMPOWERING THE FACULTY ................................................................................................................. 11 4.2 CASCADING THE KNOWLEDGE AND SKILLS TO THE STUDENTS.............................................................. 12 4.3 EXTENDING THE BENEFITS TO THE COMMUNITY ................................................................................... 14 5 PROGRAM IMPLEMENTATION ................................................................................................... 15

5.1 INFRASTRUCTURE .................................................................................................................................. 15 5.2 TRAINING............................................................................................................................................... 15 5.3 INFORMATION ........................................................................................................................................ 15 6 HOW CAN YOUR ORGANIZATION HELP? ................................................................................ 17

1 Introduction
Rizal High School (RHS), an institution of secondary education based in Pasig City, Metro Manila, Philippines, has been listed as the largest secondary school in the world since 1993 by the Guinness Book of World Records. This evaluation is based on the size of the student population. The school was named after the Philippine national hero, Dr. Jose P. Rizal. Notable graduates of the institution include former Senate presidents Neptali Gonzales and Jovito Salonga, former senator Rene Saguisag; National Artists Maestro Lucio San Pedro and Carlos Botong Francisco and , and former head of the Social Security System Cora de la Paz-Bernardo to mention a few. Pasig Secondary School In the school year 2000-2001, Rizal High School reported a student population of 22,959. This figure stands in contrast to the institution's enrollment of 28 students at the time it opened as the first secondary school in the province of Rizal on October 1, 1902, during the incumbency of Governor Ambrocio Flores. Students came from five towns, including the Pasig proper. Then, intermediate classes were under the supervision and administration of the secondary school principal. The enrolment increased to 45 pupils in November, 65 in December and 88 in January and February in 1903, all intermediate pupils. The pupils were taught in a room of a rented building, 30 meters by 30 meters. The cost of the rent was $15, local currency, the amount paid from the provincial fund. Immediately after the military post occupied by American soldiers was vacated, it was turned over to the provincial government for the use of the Pasig Secondary School in November 1903. The building, although quite spacious, was old and dilapidated with a badly damaged roof. The teachers assigned to this school were all Americans, namely, Messrs. Laughlin, Click and Scruton. The Superintendent of Schools was Mr. Charles Rummel. The military post was vacated when a new building was constructed in 1912 during the administration of Governor Jose Tupas. The basement of the building was used as a woodworking shop. In 1913, a site of ten lots comprising of 63,700 square meters was acquired through expropriation proceedings from landowners. Soon after the acquisition of the site, a modern, reinforced concrete and modified Standard Plan No. 20 school building was constructed. This was in 1914 during the tenure of Governor Mariano Melendres. The building was completed and occupied in 1915. Change of Name The name of Pasig Secondary School was changed to Rizal Provincial High School in 1907 when a first year class of eleven pupils was organized and when the province of Rizal was already putting up the greater bulk of the financial support for the school. The

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change to the present name Rizal High School was made in 1915 when the new building was completed and occupied by the school. For many years since its establishment in 1902, the intermediate classes were under the supervision and administration of the secondary school principal. These classes were considered a preparatory department of the secondary school. The gradual change in administration started with the school year 1920-1921. The complete separation of the intermediate classes as a preparatory department to the high school took effect in 1924. The first graduating class was in 1918. Of the 30 fourth year students for the month of March, 27 qualified for graduation. Two of the graduates who later distinguished themselves in their chosen professions were U.P. Professor Cecilio Lopez and Dr. Elpidio Alcantara. The first principal of the Pasig Secondary School was Mr. Steward Laughlin who also served as one of its earliest teachers. The first Filipino principal was Mr. Marcelino Bautista who served during the school year 1929-1930, followed by Mr. Ricardo Castro in 1930-1935, Mr. Aquilino Carino in 1935-1935, and Mr. Eufrocino Malonzo in 1936-1939. The years preceding the Second World War saw Mr. Eliseo Tayao as principal of the Rizal High School (1939-41). The school was closed for some time during World War II and was reopened with Mr. Cesario Bandong as Principal. Classes after Liberation The carpet-bombing employed by the American Liberation Forces destroyed the Rizal High School building and grounds. Classes therefore were reorganized in 1945 at the Pasig Elementary School by Mr. Paterno Santiago (later to become principal of Morong High School). He took charge of the administration of the Rizal High School for about a month when he gave way to Mr. Cesario Bandong who served as principal until 1950. The reconstruction of the Rizal High School was started on February 4, 1948 out of the War Damage Fund in the amount of P101,445.49 during the incumbency of Governor Sixto Antonio. The reconstruction was completed on August 15, 1949. Mr. Demetrio M. Suguitan (1950-1960) took over from Mr. Bandong. Mrs. Modesta T. Javier became the principal from 1960 to 1974; Mr. Cesar S. Tiangco came in 1975 and stayed until January 1980. Miss Diana C. Santos became principal from 1980 until 1999. Currently, the school is under the management of Miss Josephine M. Cruz. The School Governing Council Rizal High School was once acclaimed as the largest secondary school in the world in terms of enrolment, with over 20,000 students reporting to classes on its main campus and several annexes. This distinction may have landed the school a spot in the Guinness Book of World Records for several years, but it also exposed an inherent problem in managing such a large population of students. Statistics on performance and achievement began showing signs of decline. In more recent years, the annexes were given more autonomy, and eventually became independent schools with their own administration and faculty. This pragmatic move reduced the number of students in the original campus to more manageable levels.
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Providentially, the Department of Education started promoting School Based Management to decentralize vital decision making that directly affect the effectiveness of school policies and programs. This initiative empowers public schools to set their own policy directions and tailor them to address their specific needs in close coordination with local governments and community stakeholders. Building on the positive feedback from other schools that have implemented similar initiatives, Dr. Josephine M. Cruz, incumbent Principal of the Rizal High School, invited representatives of the schools stakeholders and non-government organizations and established the School Governing Council. The School Governing Council is a committee composed of representatives from stakeholder groups of the Rizal High School. Its members are invited by the Principal from among the following community stakeholders: 1. School Administration, Faculty and Other Non-teaching Personnel 2. Students and Parents 3. Alumni 4. Local Government 5. Business Community and Civic Organizations 6. Non-Government Organizations with focus on Youth and Education The main objectives of the School Governing Council are: 1. Assist the School Principal in the development of the School Improvement Plan by providing recommendations on matters that can help address relevant issues and problems affecting the school. 2. Support the school administration in achieving its goals and objectives as stated in its School Improvement Plan (SIP), and provide inputs to continually evaluate and improve the same. 3. Develop and promote an integrated program of projects and advocacies in support of the SIP and provide the framework by which the various stakeholders of the school can come together and work towards the successful implementation of the SIP. The Councils programs and advocacies must always be consistent with the School Improvement Plan (SIP) of the school. Based on the SIP, the Council shall: 1. Identify areas of improvement 2. Formulate programs or advocacies to address these areas 3. Set performance and/or achievement targets 4. Identify stakeholders that can implement the program or advocacy and invite them to participate in the program either as lead organization or co-implementor 5. Monitor the progress of the program or advocacy and communicate to all stakeholders the status vis--vis the set targets 6. Evaluate the impact of the programs and advocacies on the attainment of the schools goals and objectives as stated in the SIP and the set targets
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The Council is currently composed of the following:

Ms. Josephine Cruz Ms. Corazon de la Paz Bernardo Mr. Dennis E. Concepcion

Principal Chair Emeritus Chair Business and Industry Secretary Business and Industry Member RHS Alumni Foundation Member RHS Alumni Association Member School Administration Member Faculty Member Supreme Student Council Member Pasig City Government Member Non-Government Organization Member Parent Representative

Ms. Myrna P. Neri

Comm. Pablo Perez, PN (Ret.)

Mr. Rodel Balingcos

Ms. Florencia T. Laxamana

Mr. Rex Aquino

Vanessa Ann C. Santos

To Be Identified

Mr. Jose Villaviza

Mr. Alfredo Tengco

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2 Executive Summary
The evolving global economy and even internal and external issues create a need to change. In fact, Change is the only certainty of our time. Rizal High School is faced with two options as an institution of learning - be a driver of change or be a slave to change. In deciding to establish the School Governing Council and embarking on innovative and bold initiatives together with the private sector, the school is driving change by embarking on this major undertaking. The RHS School Governing Council (SGC) is pleased to submit this proposal to its partners in the private sector to participate in implementing the School Improvement Program (the Program) of the school. Rizal High School is already charting the course of change with the aggressive longrange plans embodied in the Program and the many new initiatives it undertakes through its diverse yet complementing departments. High academic standards, excellent and well maintained facilities, and a well-rounded values formation are all ingredients within the competitive edge that the school needs. Leveraging and building upon the existing support from many stakeholders such as the government, the alumni and nongovernment organizations is the starting point in building the competitive edge required for graduates of the school to succeed in the demanding Philippine job market. The Philippine education system is going through a period of rapid transformation in recent years. Now within the reach of almost every person, Information and Communication Technology (ICT) plays a vital role in our everyday lives. Personal computers, mobile phones and other telecommunication devices offer not just communication convenience, but access to a wide array of mobile and remote services never available before. Educational Institutions that have a vision for the future and the drive for innovation are on the forefront of transforming the educational system into one that produces graduates that are competitive, productive and highly-skilled to excel in this new milieu. Inevitably, the job market has evolved together with the rapid changes in technology. Public demand for fast, convenient and readily available IT services is driving the many innovations in business and economy. This provides both a challenge and an opportunity for schools to come up with more and varied modes of teaching through non-traditional channels, enabling them to broaden their curriculum and allow their faculty and students to adapt to the changing times. Rizal High School, in embarking on this project, is taking the bold step towards this direction. The advent of Information and Communication Technology provides the catalyst for schools and other learning institutions to produce better-equipped graduates by embracing ICT as part of their curriculum. To stay relevant, they need to harness technology to bring their faculty and students at par with the best. The RHS SGC stands ready to work with the government and the private sector to meet this challenge. Change innovative, dynamic, and bold drives the vision and passion of the RHS to excel. We believe that our proposed project can help RHS graduates gain an edge in the highly competitive job markets. We are confident that as partners, we can bring in our expertise and experience to complement the schools vision and passion towards this transformation.
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3 Rizal High School Today and the Need to Transform

A total of 8,803 students are currently enrolled for the school year 2008-2009. Note that the former annexes are no longer considered as extensions of the RHS main campus. Thus, the number of enrolees is much lower than those of the previous years, when it even reached a high of 25,000. The current statistic is broken down as follows:

Number of Students per Year Level:

Year I II III IV TOTAL 2003-2004 2308 2232 2053 1900 8493 2004-2005 2342 2387 2369 2027 9125 2005-2006 2000 1971 2120 1968 8059 2006-2007 2320 2266 2096 1976 8658 2007-2008 2608 2221 2140 1834 8803

Number of Classes per Year Level:

Year I II III IV TOTAL 2004-2005 50 48 47 41 186 2005-2006 48 47 48 44 187 2006-2007 50 47 45 44 186 2007-2008 50 47 46 43 186

Promotion Rate:
Year I II III IV TOTAL 2003-2004 98.61% 94.35% 94.74% 93.11% 95.20% 2004-2005 82.79% 87.68% 80.83% 86.93% 84.56% 2005-2006 92.35% 88.23% 86.27% 93.65% 90.13% 2006-2007 86.51% 85.79% 85.81% 94.32% 88.11% 2007-2008 91.83% 88.43% 84.45% 92.55% 89.32%

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The Drop-Out Rate, or the number of students who did not enrol for the next level is as follows:

Year I II III IV TOTAL

2003-2004 11.96% 8.43% 10.37% 4.63% 8.85%

2004-2005 10.25% 8.55% 8.27% 3.55% 7.66%

2005-2006 12.35% 10.96% 11.93% 4.88% 10.03%

2006-2007 7.28% 7.33% 7.75% 2.91% 6.40%

2007-2008 11.65% 8.33% 7.24% 4.20% 8.19%

The current rating for performance in achievement tests is 45.50%. Based on the above data, the members of the council acknowledged that an integrated program is needed to address two basic problems: 1. Keeping students in school until they graduate. 2. Providing support to improve the quality of education provided by the school. These two inter-dependent goals need an integrated approach in order for an RHS education to achieve significant and lasting impact towards improving the lives of students of the Rizal High School and, by extension, their families and communities. As a primary objective, the SGC aims to develop a holistic approach that will address these twin problems with practical programs that will involve the schools stakeholders including the students and the faculty members themselves. As a starting point, the SGC conducted a school-wide survey to determine basic baseline information that can help it to understand the situation, and be better equipped to identify the appropriate approach for the integrated program. The survey provides demographic information on the student population, perceived challenges and problems they encounter while in school and possible reasons for dropping out before they finish high school. The result of the survey will be used by the Council to identify problem areas that are most urgently in need of attention. It will then work with the schools stakeholders to develop an integrated Program of Action that will address these concerns. As resources are limited, the integrated approach will focus these resources where they are most needed and where they can create more lasting and significant impact for the school community. Further, the SGC held its first Stakeholders Workshop on 21 March 2009, Saturday, from 1 to 5 in the afternoon at the Audio-Visual Room of the Rizal High School. The workshop participants came from representatives of the school administration and faculty, the Supreme Student Council, parents, the Rizal High School Alumni Association, the RHS Alumni Foundation, the local government of Pasig City, and nongovernment organizations.
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The following were the main activities during the workshop: 1. Presentation of the results of the 2008 Student Baseline Survey commissioned by the School Governing Council. 2. Identification and prioritization of major problem areas that need to be addressed. 3. Focus Group discussions on each of the identified problem areas. Each group came up with recommended course of action to address these problem areas. 4. Plenary session to present the results of the Focus Group discussions and adopt program to be presented to the schools stockholders and supporters. 5. Identification of tasks and actions in support of the program and setting of targets for each of these tasks. The workshop used statistics and information from previous school years, and the results of the Baseline Survey to identify problems and challenges that may hamper the effective implementation of the School Improvement Program and to develop programs and advocacies that can address these challenges. Some highlights of the Focus Group discussions are noteworthy: 1. The current problems in Philippine Society in general, and Filipino families in particular, are the same problems that affect the students of the school. As most students belong to families where parenting is either lacking or totally absent, they turn to peer groups, gangs or fraternities to have a sense of family. Students who have been observed to be problematic have either one or both parents working, thus having very little or no time to interact with them. In some cases, one or both parents are overseas workers. This has deprived students of a conducive family environment where proper value formation can be fostered. 2. The teachers, aside from being purveyors of knowledge and information, are in a unique position to fill the void left by the absentee parents. However, not all of them are trained or equipped for this role. There is a need for more teacherparent collaboration in order to provide the students a more encouraging environment by which proper values can be formed and inculcated. 3. The learning environment the content of the curriculum, the facilities by which this is conveyed to the students, and the method and manner by which they are utilized by the teachers to deliver the lessons, must be made more interesting and significant to the students. As a public school, RHS must consider that a significant number of its students are not only preparing for admission to colleges and universities. A good number of them also need to be properly equipped to join the work force and be productive in order to contribute to the economic alleviation of their families. Thus, aside from academics, skills and technical training must be made an integral part of the formation program. It was, therefore, the consensus of the workshop participants that there is an inevitable need for Rizal High School for a positive transformation that will allow both its faculty and students to prepare for the new challenges in todays society.
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3.1 The School Improvement Plan

The School Improvement Plan (SIP) is a long-term education development plan put together by the administrators of the Rizal High School based on guidelines set forth by the Department of Education, and in cognizance of the current needs of the school. It embodies the vision and mission of the school, and how this can be achieved through problems and needs assessment; setting of goals, objectives, standards and targets; development, execution, monitoring and evaluation of implementation plans; and communicating the results to the stakeholders of the school. The SIP provides the following objectives: 1. To improve basic education by equipping Rizal High School Students with the knowledge and skills, habits and attitudes that will make them productive, competitive, and responsive to the demands of the times; To equip teachers and students with knowledge of multi-media education to cope with modernization; To use high technology to push the limits of education and use education to cope with modernization; To enhance teachers teaching capabilities and potentials by providing more inservice trainings, seminars, workshops and other related activities focused on multi-media instruction; To improve the technical and managerial skills of head teachers of the different subject areas through seminar workshops, conferences on administration and supervision; To work for functional and systematic management of finance for school programs and facilities; To institute and efficient and effective implementation of relevant educational programs and projects; To maximize use of resources, personnel, curriculum materials and facilities; To inculcate the best value and qualities of the Filipino among the youth exemplified by generation of heroes and leaders through varied activities, cultural/artistic performances works and outreach programs not only in the school but also in the community.

2. 3. 4.

5.

6. 7. 8. 9.

The school seeks to achieve these objectives through programs and initiatives that will reform, enhance and sustain developments in the following areas: 1. Strengthening of the Curriculum to improve academic performance, enhance technical and vocational skills, development of core values and skills for nation building, values formation to inculcate a culture of excellence for personal integrity, family solidarity, social solidarity and universal charity;

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2. Foster a strong and conducive learning environment by involving the students, teachers and parents in creating a well-planned, disciplined and environmentally-friendly school environment; 3. Promote the development of both teaching and non-teaching personnel of the school by providing both physical facilities and logistical support for them to acquire the required skills and competencies to create a more effective, more interesting and sustainable learning environment for the students; 4. Institute an efficient system of recording, monitoring and use of facilities, equipment and other resources of the school to optimize the benefits that can be derived therein; 5. To encourage the involvement of the community, especially the parents of the students, by providing them vital information regarding the progress of their children and by regularly involving them in school activities. The School Governing Council fully supports the school in its effort to successfully implement the SIP. It is committed to work with other stakeholders, such as the government, the schools alumni, corporate supporters and other like-minded nongovernment organizations whose mission and vision are consistent with those pursued by the school.

3.2 Addressing the Challenge

Although years behind in developments in information and communication technology (ICT) compared to more developed countries, the Philippines in recent years have had significant strides in applying computing technologies in many areas. At the forefront in harnessing the power of the computer are the business and government sectors. The Philippine congress passed a landmark law on e-Commerce providing for a broad outline on how the country can move forward in the new information age where nontraditional ways of conducting business activities are given a long overdue recognition of their role in fast-tracking the development of the economy. The Education sector, as the springboard from where future architects of economy and governance are moulded, will not and must not avoid the changes required by the rapidly advancing technology of the economy. For academic organizations to live up to their missions of providing the required knowledge and tools for future business and government leaders, they will have to be equipped with the technology that runs business and government. The key is the transformation of educational institutions to centers of learning without boundaries or limits. With ICT, information from around the world can be made available to both the faculty and the students to enrich their knowledge and skills, making them truly world-class and globally competitive resources. The goal, therefore, in addressing these challenges is to transform Rizal High School into a Center of Excellence for Faculty and Student Development.

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4 Building the Center of Excellence for Faculty and Student Development

As the Pilot Program of the School Governing Council in support of the School Improvement Plan of the Rizal High School, the Center of Excellence for Faculty and Student Development Initiative seeks to address the core issues identified during the Stakeholders Workshop. These core issues are: 1. Knowledge and skills training for the faculty in order for them to be up-to-date with current trends in teaching and be able to provide the education and training for students appropriate to the requirements of the job market; 2. Provide the proper environment for students to take full advantage of the education and character formation offered to them by the school, and; 3. Provide alternative non-academic skills to students allow them to earn income on their free time and to prepare them for gainful employment while waiting for the opportunity to pursue further studies after graduation from high school. The transformation of traditional academic institutions into centers of excellence hinges on two important factors the skills of its instructors and the technology that will be made available to both the instructors and the students. For an institution to successfully transform itself, it must pay attention to the re-tooling of its faculty. It is important for teachers to be not just computer literate but to actually possess significant skills in information technology to be able to effectively function as the channel by which relevant information and knowledge can be passed on to the students. The SGC is inviting stakeholders to participate in this initiative through sponsorship of any of the following component programs, as discussed in the subsequent sections.

4.1 Empowering the Faculty

The SGC believes that an empowered faculty is the best tool by which to improve the quality of education, both academic and vocational/technical, that is provided to the students. While good materials and excellent facilities can significantly affect the learning capability of students, the teachers are those who will ultimately affect how knowledge and skills are transferred to the students. It is therefore logical that any initiative that seeks to improve the quality of education and training received by students should start and be anchored with a well-equipped faculty. The first component of this initiative, therefore, seeks to provide the faculty members of the school with a proper and conducive venue by which they can enrich their knowledge and skills.

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This program includes the following components: 1. The allocation of a room within the campus that will serve as a Faculty Development Center. This room should be separate from the existing Faculty Rooms and will be the venue for faculty improvement seminars and training sessions. This should also be accessible to faculty members who want to do selfpaced training through computer-aided modules or through self-help books to be made available in the center. The school must commit to the provision of this room, or rooms, and to the physical security, maintenance and general upkeep of the facilities. 2. The proposed Faculty Development Center should be equipped to provide the teachers access to computer-aided training modules. This will also provide the proper venue and facility for computer literacy training programs. Computers connected to a Local Area Network (LAN) and with access to the Internet will provide the teachers the means to enhance their skills through instructor-led training sessions and self-paced training modules. Companies with Corporate Social Responsibility (CSR) programs will be invited to provide these facilities and participate in providing relevant training courses and materials. 3. In coordination with the Faculty Club, the SGC will work with private companies in providing computer literacy and self-enhancement programs to provide teachers with skills that can help them in preparing and maintaining lesson plans and student records, introduce new teaching methods to their classes, enhance their speaking and presentation skills and broaden their knowledgebase through Internet research.

4.2 Cascading the Knowledge and Skills to the Students

As a practical application of the training to be provided to the schools faculty, participants in the program will be asked to volunteer their time to supervise students participating in the schools After-School Student Support Program. This is the second component of the Center of Excellence for Faculty and Student Development Initiative. The After-School Student Support Program aims to provide students a venue by which they can productively spend the time between their dismissal from school and the time that they go home when parents and guardians are already available to supervise them. It has been noted that most of the problems of students can be traced to lack of parental supervision during the critical hours after school and before working parents can be available to provide guidance at home. It was noted that is during this period that students spend their time in malls, internet cafes, and cinemas or in other places where they can pick up vices and other non-productive habits such as smoking, drinking, drugs, and pre-marital sex. Currently, most classes end at 3 in the afternoon. Students who have extra-curricular activities are allowed to stay on campus up to 6 in the evening. It has been observed that most students do not actually go home right away, and would be found loitering in malls, computer shops or hanging around with friends. It is further noted that even at home, distractions such as television, computer games, conflicts within family members or a community that is not conducive to studying lessons are significant factors that
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contribute to students not being able to study their lessons or complete their assignments. This has contributed significantly to their ability to absorb lessons and acquire the skills and knowledge as expected of them. It is therefore this time gap between the last class in school and the time that the student can be supervised at home that is deemed critical in addressing issues relating to the students. The SGC finds it absolutely important to divert the students away from places and activities that will provide bad influences, but at the same time offer them better alternatives to spend this free time. The school campus, with its facilities and secured environment, is the logical venue by which students can be provided with alternative activities to keep them busy after school hours. However, it must also be emphasized that these activities must be properly supervised and driven by qualified and trained volunteers. The program aims to tap the services of volunteer teachers and alumni who can supervise groups of students through activities geared towards specific interests, such as: 1. Study groups for specific subjects, such as English, Math or Science. 2. Skills development such as theatre, creative writing, computer literacy, arts. 3. Sports development such as basketball, volleyball, softball, dancing and other physical activities 4. Spiritual and values-formation. It is important to note that for this program to be successful and fruitful, the students need to be supervised by volunteers who can provide the proper guidance and motivation. By keeping the students within the school campus, and providing them with the venue and the activities that can help them improve their academic, technical and social skills, we will not only keep them away from the streets where they can be in harms way, but more importantly, we will be able to provide them with the opportunity to prepare for more responsibilities when they graduate. For volunteer teachers, the time spent for this program can be credited to their nonteaching hours as stipulated in DepEd Order No. 16, series 2009. Mechanics for crediting hours shall be discussed and agreed between the school and the participating faculty members. For volunteer alumni, their participation will be in conjunction with existing programs and policies of the Rizal High School Alumni Association, Inc. All activities shall be coordinated through the RHSAAI. For private corporations and non-government organizations, their participation shall be coordinated directly with the school through the School Governing Council.

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4.3 Extending the Benefits to the Community

The school should also be ready to invest in infrastructure that will allow the free flow of information to and from the school into the world at large. There is a vast pool of information in the Internet that is just waiting to be discovered. Conversely, there are countless people wired to the web, always on the lookout for new information that institutions like the Rizal High School can offer. Thus, this program seeks not just to benefit the faculty and students of the school, but also to allow the community at large to benefit from what can be achieved through the various component programs of this initiative. A well-informed, responsible, skilled and productive student will be able to contribute to the progress of their families and consequently their own communities. By providing a safe, secured and supervised environment for students to spend their after-school hours, the school allows parents to spend productive time in work without worrying about where their children are spending their free time. This will also prevent students from spending their allowances unnecessarily and thus contribute to sound fiscal management of the family finances. Through technical training in support of livelihood programs, the school can provide students and even parents, the skills that they can use to earn income while still studying, or after graduation while they wait for the opportunity to pursue higher education. The additional family income, and the opportunity to spend their time through productive endeavours, will have positive impact not only on the students family but the community at large. The values formation to be incorporated as a component program of this initiative also hopes to inculcate in both students and parents the core values of education, appreciation of work, dignity of honest labor, time management and community building. In the end, by producing responsible and productive citizens one student at a time, the school can be a catalyst for positive change in the communities where these students live, and to the society at large.

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5 Program Implementation
The three component projects cited in this document illustrate quite clearly three basic foundations by which a successful implementation of this initiative can be achieved: infrastructure, training and accessibility of information. In planning for the future, the SGC and the school will need to look into these three foundations in order to jumpstart the transformation of the Rizal High School into the information age.

5.1 Infrastructure
Building the infrastructure required to start and sustain an effective computing environment is essential in any undertaking that involves information technology. The rapidly changing technology in the market has made it imperative for organizations to plan well for any acquisition and deployment of technology. Unless well planned, hardware and software deployed today may become obsolete in a matter of months. Activities in academic institutions center on one important commodity: information accurate, reliable and accessible. Schools need to have access to information relevant to their curriculum, wherever this information may be found. Creating the technology infrastructure to allow members of the academic community to be connected to each other and to the rest of the world is essential to making relevant information available to everyone in the school. The Local Area Network (LAN) infrastructure will allow the different departments of the school to be interconnected with each other, making the sharing of information faster and more reliable. By connecting to the Internet, the school will have its window to the rest of the world.

5.2 Training
As teachers are the primary channels by which information reaches the students, it is imperative that they be well equipped to handle, and fully exploit, the advantages provided by the new technology made available to them. For this initiative to be successful, focus should be directed towards developing comprehensive training programs for teachers to make them not only computer literates but rather as skilled purveyors of information on the new information highway.

5.3 Information
New technologies made it possible to have access to information in ways never possible before. Where before information can only be had through books and other publications,
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it is now possible to view and listen to an expert delivering a lecture, and possibly a live demonstration, in the USA from a classroom here in the Philippines through a broadcast in the internet (webcast). Through Internet laboratories, students will not be limited to what can be read on books or lectures delivered in their classrooms. Students will have access to a practically limitless source of information that will enrich their knowledge base. Schools can connect to specific organizations according to their academic focus. For example, a science class can have connections to the top hospitals or research institutions, making available to their students fresh and practical information. Being wired to the Internet will also allow the school to make their academic offerings available for those who cannot physically attend classes at the school for various reasons. Computer-aided instruction materials can be made available to students who wish to avail of distance education programs. A sound computing environment is also a fertile ground to build and nurture a data bank for the school from which their curriculum can be continuously evaluated, improved and attuned to the changing times.

School Governing Council of the Rizal High School

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Project Proposal for the Student and Faculty Development Program

6 How can your organization help?

Although many corporations have had many successes in helping academic institutions transform themselves into electronic schools, there still are no hard and fast rules on what it will take for the Rizal High School to move into the next level of excellence in providing education in the new information age given the limitations on resources. It is quite easy for us to propose that the school buy the most expensive and state-of-theart computer and network equipment, install the most sophisticated software and send their teachers in a frenzy of training activities but we will not. Because we know that a more thorough understanding of the requirements of the school and what they hope to achieve through this initiative is essential in coming up with a viable and cost-effective program. In view of this, it is hoped that through this Project Proposal, your organization may identify areas where you can actively participate and help in the implementation of this initiative. As an implementation partner, we will work with you to determine what needs to be done to achieve the level that it should be for the school to be competitive and the timeframe by which the program can be realistically implemented. During the life of the project, results will be contniously assessed and reports will be submitted to the stakeholders like yourselves. The assessment shall be conducted through research, studies, workshop, interviews and coordination with the school community. The primary concern of the SGC is to help the school community to understand, and eventually solve, their problems and it shall be to the benefit of the school to undertake such an activity with the help of all stakeholders.

School Governing Council of the Rizal High School

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Project Proposal for the Student and Faculty Development Program