The Commission on Elections (Comelec) issued last Feb 4, 2010 (Thursday), the guidelines for local absentee voting involving government officials and employees as well as military and police personnel who are registered voters but who, on election day, may temporarily be assigned to perform poll duties in places where they are not registered voters. To make sure they will be able to exercise their right of suffrage in the May 10, 2010 elections.
They will be allowed to vote for president, vice president, senators and partylist representatives in places where they are assigned to perform election duties from April 24 to 26 in the presence of an authorized Comelec representative. For this purpose, the head of office, supervisor, or commander shall designate the time and place of voting where the voters shall converge to vote, with prior written notice upon the election officer of the city or municipality. Local absentee voting will be supervised by the Committee on Local Absentee Voting headed by a Comelec commissioner. It shall receive accomplished applications of the local absentee voting not later than March 7, 2010.
The committee shall supervise the counting of ballots and canvassing of votes, it was pointed out. The committee shall notify in writing the city of municipal election officer (EO) concerned of the names of voters qualified to vote under the local absentee voting system with a directive to indicate in the list of voters with voting records on the space opposite the names of absentee voters. After the elections, the committee shall send to all city or municipal EOs concerned a written notice of the voters who actually voted under the system, with a directive to indicate the list of voters with voting records, and on the space opposite their names with annotation: “Voted Thru Local Absentee Voting” to prevent the deactivation of their registration records.
A 60% passing grade is required for certification.
In March, the DOST certifiers will administer written and practical examinations on PCOS operation to 160,000 teachers the day after their BEI training.
Passers will be certified right after the exam, and will be assigned to each of the 76,340 clustered precincts, where there should be at least one certified IT-capable member of the BEI.
“If they (teachers) fail the written exam, they will still be allowed to proceed to the practical. If they pass the practical, we will give them another chance at the written,” Dela Peña said.
Dunn Celestian, a computer programmer at the DOST central office, said he expects many teachers to pass the certification exam, as long as they openly embrace the new system. “Dapat, open sila sa changes na nangyari. Dapat, meron din silang kahit konting kaalaman lang sa IT,” he said, adding that operating the poll machines is very easy.
Tags: Bei Guidelines
Support Staff – There shall be in addition to the regular members of the BEI depending on the number of precinct / clustered precinct where they assigned, a maximum of three (3 ) support staff who are registered voters in the precinct/clustered precinct they assigned.
Tags: GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL
|GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL|
|The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process in order for the teacher-respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring system. Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common computer. It takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument. Self-Administration of the TSNA Tool A. The TSNA Responses The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: “At what level do I…” Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L). The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:|
|H||My level of competence in the KSA is high. This is my strength, although not a priority training & development need.|
|S||My level of competence in the KSA is satisfactory but I would benefit from further training & development|
|F||My level of competence in the KSA is fair and I need further training & development as a priority.|
|L||My level of competence in the KSA is low. I urgently need training and development|
|B. The Electronic Self-Assessment Tool|
|This Electronic Self-Assessment Template consists of three worksheets labelled as:|
|¨ “Teacher Profile” – pink-colored tab and a data-entry form for teacher respondent’s personal and professional data|
|¨ “Self-Assessment” – green-colored tab is the TSNA instrument|
|¨ “Summary” – yellow-colored tab displays the result of assessment after all TSNA items have been accomplished|
|1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd|
|2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the “Self Assessment” tab|
|3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA|
|3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted|
|3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer|
|Only one answer must be provided for each KSA, hence only one checkbox ticked.|
|4. Upon successfully completing all items, message “Click Summary Worksheet to view results” is displayed.|
|Click Summary Worksheet to view interpretation of assessment results.|
|Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and/or two|
|answers were provided for one KSA. In this case, the message “ERROR” is displayed. Review answers giving special|
|attention to red and grey colored rows.|
|Interpreting and Consolidation of the TSNA Profiles|
|TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, an obtained score whether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart below. A score to be interpreted may either be an average of a particular domain, or a strand or a specific performance indicator as the case may be.|
|Range||Level of Teaching Competence|
|Scale scores||% Scores|
|3.51-4.00||87.51% – 100%||Expert. Very competent and can support other teacher’s improvement|
|2-51-3.50||62.51% – 87.50%||Experienced. Competent in the KSA but would benefit from further training and development|
|1.51-2.50||37.51% – 62.50%||Developing. Fairly competent in KSA and need further training and development|
|1.00-1.50||25.00% – 37.50%||Beginning. Lacking competence in KSA and require urgent training and development|
|The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dimensions may also be inferred from the TSNA results.|
|Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.|
|Utilization of TSNA Results for the Development of IPPDs|
|The TSNA Individual Profile is used for the development of the teacher’s IPPD. The identified learning needs therein are appraised by the teacher while taking into consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribute towards addressing the most urgent needs and the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training needs in line with their own priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.|
Basic Education Sector Reform Agenda (2006-2010)
Department of Education, Republic of the Philippines, August 2005
The Department of Education (DepED) is currently implementing the Schools First Initiative, an effort to improve basic education outcomes through a broadly participated, popular movement featuring a wide variety of initiatives undertaken by individual schools and communities as well as networks of schools at localities involving school districts and divisions, local governments, civil society organizations and other stakeholder groups and associations.
Even as the Schools First Initiative seeks to improve the way all public schools perform now, the DepED is also undertaking fundamental reforms to sustain better performance. DepED is pursuing a package of policy reforms that as a whole seeks to systematically improve critical regulatory, institutional, structural, financial, cultural, physical and informational conditions affecting basic education provision, access and delivery on the ground. These policy reforms are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already being started by the Schools First Initiative. This package of policy reforms is called the Basic Education Sector Reform Agenda (BESRA). This document summarizes the contents of this agenda.