Good Practice Documentation Guideline

April 11, 2016

DSWD ADMINISTRATIVE ORDER NO. 05-16

GOOD PRACTICE DOCUMENTATION GUIDELINE

I. Rationale

In pursuit of achieving excellence in the delivery of coordinated social services and social protection for poverty reduction, the Department of Social Welfare and Development (DSWD) recognizes the importance of building capacities of its components and partners in the field of Social Protection (SP). This entails the Department to capitalize on its distinct knowledge in seeking to continually improve capacities especially in the context of the "new normal." 1 CAIHTE

Hence, Knowledge Management (KM) was instituted to put in place a system wherein people's knowledge in policy making, program and project implementation, and service delivery along SP is valued. This entails capturing, sharing, and using the learning experiences of the Department along SP to contribute to continuous enhancement of policies, programs, and services toward achieving an improved quality of life of its clients.

Some initiatives of offices or units in the form of process, methodology, or project emerged as Good Practices which means that these practices have provided breakthrough results, have shown effectiveness in addressing specific issues, or have greatly contributed to the Department's resiliency within and outside the organization.

The documentation of these Good Practices is the Department's strategy in providing learning opportunities for its staff as well its partners and intermediaries to reflect on what works and what unique approaches to adopt to constantly improve service delivery and ensure organizational excellence. It provides practical SP models in policy making or program implementation to continuously uphold the vision, mission, and goals of the Department.

It should be noted that a Good Practice may be effective in a particular locale or situation but may not work in another locale or situation because of differences in features or traits (geographical, sociological, political, cultural). 2 Hence, the replication of a practice may be in the form of inspiration, or selected components of the practice may be adopted.

It should also be noted that the extent of effectiveness of a Good Practice is influenced by changes locally and globally. Hence, details about the practice in the documentation need to be updated as new lessons are learned, new data are available, and new targets or objectives are identified. 3

It is in this context that this guideline is being issued to prescribe general policies and direction on the proper identification and documentation of good practices. DETACa

II. Legal Bases

Administrative Order No. 17 S. 2011 Knowledge Management (KM) Framework of Department of Social Welfare and Development (DSWD) — provides directions on how to implement Knowledge Management in the Department.

Administrative Order No. 02 S. 2015 Re-clustering of Offices, Bureaus, Services and Units of the central Office — stipulate that the Knowledge Management Division under the Capacity Building Bureau shall be responsible to establish systems, mechanisms, and procedures for the packaging of knowledge products.

Special Order 1936, S. 2012, The Designation of KM Focal Persons and Alternates of DSWD Central Office and Field Offices — indicates the functions of KM Focal Persons.

III. Coverage

This guideline covers the documentation of Good Practices related to programs, processes, and strategies of the Offices, Bureaus, Services, Units (OBSUs), Field Offices (FOs), and Attached Agencies. DSWD partners and intermediaries may use this guide as reference.

IV. Objectives

This guideline aims to set the standards in the development of Good Practice Documentation as an essential knowledge product of the Department.

1. Explain the significance of documenting and sharing Good Practice.

2. Provide support on the production of Good Practice Documentation.

3. Illustrate the process of screening Good Practice Documentation.

V. Definition of Terms

Documentation — the process of providing proof on what is written about and naming the texts that were used. It also refers to official papers or written materials that serve as proof. 4

Good practice — a program, process or strategy (scheme, method, system) initiated by an office or unit in the Department that has been proven to produce positive results relative to Social Protection. It has potential to have long-term sustainable impact, and hence contributes to the achievement of the Department's strategic outcomes.

Knowledge — a mixture of experiences, values, contextual information, and expert insight on the development and implementation of programs and services and its impact to the life of the poor and vulnerable sectors of the society. 5

Knowledge management — the process of creating an environment in which people's experience and wisdom on SP programs are valued; and where internal processes are structured to support SP policy makers and service providers in creating, sharing, and using knowledge. 6

Knowledge management team — a team representing units in OBS and FOs on KM headed by a KM Focal Person. Relative to good practice documentation, the KM team is tasked to conduct initial screening of documentations for uploading in the Knowledge Exchange Center website. 7

Knowledge product — a material in written or audiovisual form which is derived from the expertise, research, and lessons learned on SP programs and services. It is developed to help respond to the different knowledge needs of both internal and external users. 8 ATICcS

Knowledge sharing — occurring through a dynamic learning process where organizations continually interact to innovate or creatively imitate. 9

VI. Good Practice Documentation Process

The development of Good Practice Documentation is intended to highlight effective practices along SP. The process involves four stages: (A) Identification, (B) Documentation, (C) Screening and Approval, and (D) Sharing and Dissemination. The OBS and FOs are responsible for (A) Identification and (B) Documentation. The CBB facilitates (C) Screening and Approval and (D) Sharing and Dissemination.

A. Identification Process

A practice that is (a) innovative, (b) responsive, and is (c) sustainable and replicable is considered a Good Practice. The review and assessment of the Good Practice Documentation will be guided by the principles and criteria in identifying good practices as explained in this document and as reflected in the Good Practice Rubric (See Annex A — Good Practice Rubric).

i. Innovative ETHIDa

 A practice is innovative if it successfully introduces or reinvents tools or techniques so that policies, researches, or interventions continue to be responsive to current needs, and adjust to trends or changes in the field of SP. Among these many challenges is ensuring fast, responsive, and quality service delivery in the context of the "new normal."

 An innovative practice may also result from a change in an existing process, framework, or structure as a result of program review and evaluation, client feedback, or lessons learned in order to ensure quality service delivery or organizational excellence.

ii. Responsive

 The result, outcome, or impact of a practice is assessed in terms of quantity, quality, and time. A responsive practice may contribute directly to achieving program objectives or goals, ensure that outputs are delivered fast with accuracy and reliability, or ensure services or interventions are delivered less than provisions in the Work and Financial Plan (WFP). However, it should not contradict or violate any program standard (e.g., fast completion of subprojects but against procurement procedures).

 A responsive practice may either be (a) program based, which means that the practice aims to address the issues and concerns of beneficiaries or sectors, (b) process based, which means the practice aims to improve existing systems, processes, or mechanisms in order to achieve targets or produce deliverables in a better, faster, and smarter way. TIADCc

a. Program based

 A strategy or mechanism that directly contributes to reaching or exceeding program goals or targets, or to improving the quality of delivery of SP services and interventions may be assessed as a Good Practice.

 A project or activity that empowers its stakeholders and beneficiaries by making them partners in the delivery of services and interventions may also be viewed as a Good Practice.

 An initiative that significantly contributes to addressing the issues and concerns of any of these sectors (women, children and youth, older persons, family and community, and persons with disability) may be considered a Good Practice.

b. Process based

 A Good Practice may also contribute to organizational or process excellence by introducing new or improving existing tools, techniques, or approaches to help speed up existing processes which saves time and money while ensuring the quality of outputs or which may help enhance the competencies of service providers.

iii. Sustainable and Replicable

 A Good Practice must be sustained to ensure that service delivery is always up to standard. To sustain a Good Practice, there should be enabling policies, funding mechanisms, and systematic monitoring and evaluation. cSEDTC

 Internal and external convergence may be a way to tap human and financial resources which may help sustain the gains from a practice. Hence, a Good Practice establishes or strengthens partnership and collaboration with the LGU, NGA, NGO, CSO, and other organizations or institutions to continue implementing effective practices.

 Once mechanisms for sustainability have been installed and these have been properly documented, the practice has the potential to be replicated by others as a solution to issues or concerns in their locality. Such is the value of documenting a practice completely in terms of enumerating the steps, processes, and resources used in the practice.

 A practice that has evidence of its effectiveness and adaptability as a result of feedback, research, or studies also has potential for replication.

 Once the practice is replicated, its effectiveness is tested in other context or situations. When that practice has been proven to produce favorable results in various situations, it strengthens its claim as a "Good Practice." AIDSTE

B. Documentation Process

In the actual documentation of the Good Practice, the KM Team may provide technical assistance on any of the activities stated herein. The documentation team from the OBSU or FO will undertake the following activities:

i. Preparatory — The program or project owner may form a documentation team to undertake the assignment. The documentation team will identify the topic or subject of the documentation, and write a documentation outline, activity proposal, and interview or survey questionnaire.

ii. Data gathering — The documentation team will review existing materials and do field work, such as conduct interviews, focus group discussions (FGDs), and community surveys. SDAaTC

iii. Paper development — The documentation team will use the Good Practice Documentation Guideline and Good Practice Rubrics as basis for writing the documentation. (A Good Practice Documentation Format is found below for reference). Paper development will also involve proofreading and editing. A sample documentation is provided using the recommended format (See Annex B — Sample Good Practice Documentation with Assessment).

iv. Content verification — The documentation team will be responsible for verifying the correctness and accuracy of content depending on the requirements of the mother office (e.g., unit forwards the documentation to OBS for content verification, conduct of additional interviews or FGDs).

GOOD PRACTICE DOCUMENTATION FORMAT

General Guide   • This template is used in documenting Good Practices. • The recommended language to be used for documentation is English. However, other languages (e.g., Filipino, Cebuano, Ilocano) can be used provided that there is a translated copy in English. • The document should be short and concisely written so as to be accessed easily by DSWD staff and stakeholders. The recommended total length of the document should be 8 to 10 pages. • Other important references related to the Good Practice Documentation should be part of the appendices.

Specific Guide

Element	Guide
Title   The title must contain keywords that clearly define the good practice.	•  The activity, project, mechanism, or strategy should be identified in the title. •  The title should capture the essence or message of the story. •  The title should be concise but catchy. (The place or target clients of the practice may be incorporated in the title.) Examples: o  From KALAHI-CIDSS to ATU-PEACE: Adopting Community-Driven Development in the Compostela Valley Province of Region o   Beneficiaries can be FDS Facilitators, Tool •   The name of the writer, contributors, and editor should be placed here.
Context   This is the introductory part of the paper describing the situation or circumstances (political, socio-economic, financial constraints, etc.) from which the practice emerged.	•  Begin with the current situation or context (e.g., political, security, socio-economic, environmental factors, financial constraints, human resource, urgency, etc.) from which the strategy, project, mechanism, activity, or practice emerged. What are the issues/gaps that need to be addressed? What needs to be improved in the current manner of doing things? •  Mention the segments of the population that were affected or impacted by the current situation. How were they affected? •   The conceptualization of the good practice may be introduced here.
Implementation   This section explains the steps or processes, tools and techniques, and resources used in the implementation of practice.   This is the body of the paper and must include description of the following phases of the Good Practice: 1) pre-implementation, 2) implementation, and 3) post-implementation.	•  Introduce the activity or project. What are the objectives, outcomes, targets of the activity or project? •  Who are the key players involved in its conceptualization and implementation? Provide a brief description of their key roles. •  Where did the activity or project originate? •  When was the activity conceived and conducted? •  What processes, steps and necessary structures led to the result or outcome of the program? •  What resources (e.g., financial, human resources, materials) were needed to carry out the project or activity? •   What approaches or methodologies (e.g., tools and techniques) were used in the implementation of the project or activity? •   What activities were conducted or mechanisms installed to ensure sustainability of gains brought about by the GP?
Results/Impact   This section discusses the positive results or evidence of success of the practice.	•  Why is this project, activity, mechanism, or strategy regarded as a Good Practice? •  Describe the problems or gaps addressed by the practice. •  Discuss the impact, outcome, or result of the strategy or activity to the target clients (e.g., beneficiaries, organization). How did the strategy contribute to the achievement of overall targets or goals of the program? •   Mention the organizations or individuals that contributed to the success of the project or activity. In what way? •  Provide quantitative and qualitative evidence of the positive result of the strategy or activity. •   Provide measurable evidence of the success of the activity. You may use tables or graphs here.
Lessons Learned   This section contains concrete and actionable recommendations based on analysis of the experience in executing the practice (i.e., challenges encountered and how they should be addressed). It discusses program or policy implications and recommendations.	•  What lessons were learned by key players in the pre-implementation, implementation, and post-implementation phases of an activity? Example: o Convergence helps in resource augmentation. (Details about the lesson are mentioned here.) o Continuous capacitation ensures quality of service delivery. (Details about the lesson are mentioned here.)
Implications for Replication   This section discusses why, how, and what aspects of the practice can be replicated.	•  What elements or aspects of the practice are replicable? •  What conditions would make it possible to replicate a practice and possibly achieve the same positive results? •  How can these replicable elements be replicated? What are preparations that need to be undertaken to ensure the replicated practice will achieve positive results? •  What are areas for enhancements in order for the practice or approach to produce better results (if applicable)? •  Are there laws, conditions, or policies that support or hamper the replication of such Good Practice? What are these? •  Is the replication of the practice cost efficient? How much would be required to replicate the practice?
References   Names of persons, organizations, or institutions that are involved in the conceptualization and implementation of the practice.	•  Provide a list of names of the Good Practice initiators, implementers, and others who have been involved in the creation and development or implementation of the practice. •  Include the contact information of the persons or organizations involved in the practice. •  Cite other references or additional readings related to the practice.
Appendix   Documents to verify the recorded positive results and illustrate the implementation process of the practice.	Documents as means of verification of the existence and effectiveness of the practice should be included as appendices to the main document. These include case studies, videos, photos, links to articles, or copies of articles which prove that the project, mechanism, or strategy is a Good Practice.

C. Screening and Approval Process

In this process, the submitted Good Practice Documentation is examined in terms of its technical aspects and content. Under this process, the following activities are undertaken:

i. Initial Review. — The KM Team of the OBS or FO is responsible for conducting initial review of the Good Practice Documentation in terms of its form and content (See Annex C — Sample Assessment). AaCTcI

 The KM Team is guided by the Identification Criteria and Good Practice Documentation Format in assessing the form and completeness of the documentation.

 To ensure that the information provided in the Good Practice Documentation is correct and accurate, an approval slip should be secured by the program or process owner from the mother office and submitted along with the Good Practice Documentation. Once the KM Team verify the accuracy of content and tag it a Good Practice Documentation, they will recommend it for endorsement to the Capacity Building Bureau.

 The document may be in written or audio-visual (with written transcription) format, and a hard copy and soft copy (electronic copy, preferably in editable format, such as MS Word or Publisher, must be submitted to CBB.

 On the other hand, if the Good Practice Documentation is found to lack the merit of a Good Practice based on the guideline, the KM Team will tag it as other knowledge product (e.g., success story, lesson learned, concept paper) and recommend appropriate revisions. The documentation team may pursue submission of enhanced knowledge product, or a new Good Practice Documentation subject to initial review may be submitted.

ii. Endorsement — The Good Practice Documentation is endorsed by the Head of Office (e.g., the Bureau Director, Regional Director, or Program Head/Manager in NPMO-led programs) to CBB. The Bureau acknowledges receipt thereof. acEHCD

iii. Final Review — CBB conducts the final review of the Good Practice Documentation submitted by the OBS and FOs. This is to confirm the Good Practice vis-á-vis the criteria. The need to provide the proponent office with technical assistance may arise consequent to the review until the document is finalized and re-endorsed for packaging and sharing by CBB.

 Should the documentation be classified as knowledge product other than a Good Practice Documentation, CBB will recommend and/or provide technical assistance on enhancement of the documentation per its classification.

iv. Approval — CBB endorses the Good Practice Documentation to the Office of the Undersecretary for Institutional Development Group (OUSIDG) for it to be approved for dissemination and sharing. The OUSIDG may conduct another round of quality check before recommending the document for sharing or for further enhancement.

D. Sharing and Dissemination EcTCAD

The approved Good Practice Documentation is shared to the Knowledge Exchange Center website and other communication platforms, such as in program and evaluation review, forum, conferences, workshops, and other activities. It can be disseminated as an advocacy material to promote the successes or gains from the program and as a learning material to support Capability Building activities.

In the conduct of activities relative to sharing and dissemination of Good Practice Documentations, the documentation team and Good Practice implementers may be acknowledged to contribute to the wealth of knowledge products of the Department.

Good Practice Documentation Development Process

VII. Institutional Arrangements

The KM system in the Department requires all personnel to be either producers or users of knowledge. Hence, the following roles must be considered:

1. All OBSUs and FOs shall capture and share Good Practices relative to respective mandate.

2. The Institutional Development Division (IDD) of the Field Offices shall act as partners of CBB in the process of knowledge production particularly Good Practice documentation. SDHTEC

3. The Capacity Building Bureau shall lead and provide technical assistance to the OBS and FOs on matters concerning knowledge production.

This order shall take immediately and shall continue to be effective unless rescinded. Previous issuances, office orders inconsistent herewith are hereby revoked.

Issued this 11th of April 2016 in Quezon City, Metro Manila.

(SGD.) CORAZON JULIANO-SOLIMAN

Secretary

ANNEX A

Good Practice Rubric

This rubric may be used to assess whether a documented practice is a Good Practice or not. It may serve as a guide to the writer or documenter on how to proceed with the documentation and what important attachments to include as evidence, and to the assessor to identify important elements that make a Good Practice. A documented practice should be able to get an average rating of "2" (Meets standard) or higher to qualify as a Good Practice Documentation. HSAcaE

	Criteria		Rating			Examples of MOV
1.	Innovative	3	2	1	0
		Exceeds standard	Meets standard	Nearly meets	Does not meet
				standard	standard
1.1	The practice	Tools or techniques	Tools or techniques	Tools or techniques	Tools or	Description of
	challenges or reinvents	not yet used by the	that are widely used	that are widely used	techniques that are	new/improved vs.
	the usual way of doing	Department are	in the Department are	in a particular	widely used in the	existing
	things.	introduced and have	improved or	aspect are adopted	Department are	tools/techniques
		been proven effective	enhanced.	as is for use in	used.
		through the practice.		another aspect.
2.	Responsive	3	2	1	0
		Exceeds standard	Meets standard	Nearly meets	Does not meet
				standard	standard
2.1	The practice	The practice exceeds	The practice directly	The practice helps	The practice has	Scorecard, Office
	contributes to achieving	target/s or addresses	contributes to	improve internal	little to no effect	Performance
	target/s or milestones.	multiple	achieving target/s in	systems or	on achieving target	Contract Rating,
		vulnerabilities or	terms of quantity,	mechanisms, but	or objective.	impact evaluation
		issues.	quality, and	does not directly		or assessment
			timeframe.	contribute to		study
				achieving target.
2.2	There is evidence of	Along with research-	There is objective	Testimonials or	The effectiveness	Citations,
	the effectiveness of the	based evidence, the	evidence to prove the	subjective evidence	of the practice is	benchmark study,
	practice.	practice may have	effectiveness of the	are used to prove	generalized (little	statistics,
		received citations or	practice.	the effectiveness of	to no evidence).	testimonials,
		may have been		the practice.		client satisfaction
		proven effective				survey result.
		through audit.
3.	Sustainable and	3	2	1	0
	Replicable	Exceeds standard	Meets standard	Nearly meets	Does not meet
				standard	standard
3.1	Mechanisms for	Practice has long-term	Practice has been	There are	There are no	LGU Resolution or
	sustaining and	mechanisms to	included in local	mechanisms that	mechanisms or	Ordinance, Local
	replicating the practice	sustain the practice	development plan	support the	formal	Development
	are in place.	for more than a year.	(L/MDP), Work and	practice, but no	arrangements to	Plan, Annual
			Financial Plan (WFP),	formal	sustain the	Investment Plan,
		There are signed	or other similar plans	arrangements are	practice.	Work and
		resolutions, approved	to sustain the practice	made for it to be		Financial Plan,
		guidelines/	for at least a year.	sustained.		guidelines/
		operational manuals,				manuals,
		expenditures/financial	There are signed	There are systems		memorandum of
		requirements, M&E	resolutions, approved	or mechanisms for		agreement
		systems and	guidelines/	implementation, but
		mechanisms.	operational manuals,	no approved
			expenditures/financial	guideline/
		An impact evaluation	requirements, M&E	operational manual.
		study has been	systems and
		carried out.	mechanisms.
3.2	All stages of program	All stages of	Written	Written	Written	Documentation in
	implementation (i.e.,	implementation are	documentation has	documentation has	documentation	written/audio
	planning/pre-	well documented (i.e.,	sufficient details on	sufficient details on	does not provide	visual (with
	implementation,	steps/processes,	implementation and	implementation but	sufficient details	transcription)
	implementation, post-	tools, resources are	results, but not	incomplete	on implementation.	form
	implementation) are well	laid out, complete,	sufficient on lessons	information on
	documented with	and up-to-date).	learned and	results.
	complete and up-to-date		implication for
	information.		replication.

ANNEX B

Sample Good Practice Documentation

Title	LEFT HOME NOT TO BE LEFT BEHIND: Hosting Children
	Beneficiaries toward a Brighter Future
Context	During the early implementation of the Pantawid Pamilyang
	Pilipino Program in Sugpon, Ilocos Sur, a remote and mountainous
	municipality in Ilocos Sur Province, one of the hindrances
	identified by the Compliance Verification Systems Focal, was the
	low compliance rate of beneficiaries on the conditionalities of the
	program particularly on the attendance of children to school. The
	non-compliance of beneficiaries to this conditionality of the
	Program would definitely affect the end goal of the program
	particularly the 85% attendance of children to school.
	As per validation, the main reason of drop-outs or absences among
	students is the distance from their residences to the nearest school.
	On normal days, students would take about four hours walking to
	school and about five hours during rainy season. This means that
	they have to leave home as early as three or four o'clock in the
	morning to be able to reach school on time. This entails plenty of
	risks especially for female students and small children who have to
	take the long trail along rivers and dangerous ravines.
	Henceforth, the AGSUGPON TAYO' Project, a hosting program
	for youth and children, was conceived. Hosting or opening a home
	to a child has actually been a tradition in the Municipality of
	Sugpon, Ilocos Sur. However, this practice had not been
	formalized and had been disrupted by communication gaps
	between and among the biological parents, host families, and
	children beneficiaries.
Implementation	The establishment of the AGSUGPON TAYO' project therefore
	institutionalized a system for hosting and sharing resources to
	children while ensuring that the rights and interests of the children
	and host families are protected. The project contributes to the
	achievement of the Millennium Development Goals on Education
	and is implemented in conformity with the core principle of the
	United Nations Convention on the Rights of the Child to
	development and participation.
	The word Agsugpon means pooling together the efforts and
	resources of people to achieve a common goal. The Agsugpon
	Tayo' Projects aims to establish a pool of host families to provide
	substitute homes, and parental care and guidance to children and
	youth from upland areas in order to help them continue their
	schooling in the mainland area.
	The key components of the project are:
		•	Social Preparation and Community Organization
		•	Development of Host Families
		•	Placement of Children with the Host Families
		•	Provision of Support Services
		•	Project Management
	1.	Orientation on the Agsugpon Tayo' Project with target local
		government unit (LGU) and other stakeholders took on the
		following activities:
		o	Dialogue with the Local Chief Executive (LCE), DSWD
			Field Office I (FO I), and other local partners in Sugpon,
			Ilocos Sur;
		o	Building networks with the officials of Sugpon,
			stakeholders such as the MSWDO, DepEd, Municipal
			Employees, People's Organizations, and other civic spirited
			individuals;
		o	Memorandum of Agreement signing with Sugpon, Ilocos
			Sur and DSWD FO I incorporating the roles and
			responsibilities of both partners;
		o	Commitment engagement and support of local leaders and
			volunteers through "huntahan" and "pagkukuro-kuro" or
			brain storming;
		o	Community assemblies for confirmation of data and
			awareness raising on the community problem through
			presenting the actual data gathered and identification of
			volunteers to handle coordination with schools, parents, and
			other entities that would address problems that may arise;
		o	Consultation with barangay leaders, parents, volunteers, and
			other local stakeholders;
		o	Capability building to promote volunteerism for hosting and
			ownership of the project.
	2.	Identification and profiling of target children-beneficiaries
		based on the list of the claimholders of the Pantawid Pamilyang
		Pilipino Program and Department of Education (DepEd).
		Family-beneficiaries that are assessed to be part of the project
		should meet these minimum requirements:
		o	Family claimholders of the Pantawid Pamilya and non-
			claim holders who are equally poor and whose houses are
			far from the school of their child/children;
		o	Willingness of the families to comply with the project
			requirements.
	3.	Development of Host Families includes the following
		activities:
		o	Project orientation with target Host Families;
		o	Recruitment, profiling, interview, and assessment of the
			target Host Families;
		o	Endorsement by the Municipal Social Welfare and
			Development Officer thru the Social Technology Unit in
			FO I for approval and issuance of Certificate to
			Host by the DSWD FO I to the Host Families;
		o	Training of Host Families;
		o	Organization of Pool of Host Families.
	4.	Placement of Children with the Host Families includes these
		activities:
		o	Matching of children with their Host Families;
		o	Memorandum of Understanding signing by Host Families
			and the Biological parents through "KATULAGAN," the
			vernacular term for formal agreement;
		o	Inter-facing/turnover of the children-beneficiaries to their
			Host Families;
		o	Commitment setting.
	5.	Provision of Support Services
		o	Family reunions or regular meetings are conducted every
			quarter with the Host Families, biological parents, children-
			beneficiaries, and other members of the Host Families. The
			activity serves as avenue for face-to-face discussion of their
			difficulties and strategies used to lead to smooth
			relationships;
		o	Regular sessions with children-beneficiaries to teach them
			their basic rights as children, good manners and right
			conduct, personality development roles and responsibilities,
			and other topics which would facilitate effective
			management of their school activities;
		o	Celebration of Family Week, Children's Month, Christmas,
			Summer Camp and other events to respond to the
			aforementioned purpose;
		o	To Complement the Family Development Sessions (FDS)
			of the Pantawid Pamilyang Pilipino Program, aside from the
			modular sessions from the FDS, activities that help improve
			the capabilities of the biological parents as parents and
			members of the communities are conducted guided by the
			modules of the Empowerment of Paternal Abilities Training
			(ERPAT) and Parent Effectiveness Service (PES);
		o	Information on human trafficking for preventive purposes.
	6.	Project management includes the following activities:
		o	Bi-monthly consultation/coordination meetings to
			strengthen partnership and effectively implement the
			project;
		o	Project monitoring;
		o	Midterm evaluation to determine the success of the project,
			issues and concerns encountered and ascertain gaps of
			implementation;
		o	Terminal evaluation from which success stories will surface
			and advocacy plan for replication will be made.
	The start of program implementation required coordination with
	the Local Government Unit of Sugpon. The MSWDO was tasked
	to conduct consultation meeting with the Barangay Officials and
	residents of Poblacion to discuss the project and its objectives to
	solicit their cooperation.
	Thorough assessment of those who signified to get a child, either a
	relative or a non-relative followed using a tool through home visit,
	personal interview and profiling. The primary considerations on
	the assessment of a qualified host family are the willingness to
	accommodate at least one child, the availability of a space for the
	child, the child's and host family's ease at the hosting arrangement,
	the safety of the child, and the capability of the host family to share
	at least some of its resources. Twenty five (25) qualified host
	families were profiled by the MSWDO as pool of host families for
	the children living in the farthest or mountainous barangays.
	In coordination with school officials and MSWDO, the Municipal
	Link identified the barangays where beneficiaries of the Pantawid
	Pamilya are living will be prioritized and the pupils and students
	who will first enjoy the project for temporary placement. Series of
	dialogues and consultations were conducted with barangay
	officials and the families covered by this project wherein they were
	informed of the benefits of the project, the possible arrangements
	and other details. The concerned children were likewise oriented
	about the project to know their opinions and feelings of getting
	separated from their families for several days. Parent-child
	counseling was also conducted to instil the value of education and
	develop positive character.
	Aside from a one-on-one orientation with the host families, the
	children beneficiaries and their parents prior to the implementation
	of the project, a joint orientation and follow up meetings were
	conducted to clarify other grey areas about the project, discuss
	problems encountered during implementation and actual placement
	of the children to their host/foster families and define the expected
	roles and responsibilities of each one.
	After the pilot testing in 2011, social preparation and community
	integration and capability building of host families were essential
	to ensure an effective and efficient project implementation. Such
	activities strengthened the support of the Local Government Units,
	Host Families, biological parents and children-beneficiaries to
	further enrich their culture and in the pursuit of education. These
	activities were:
	1)	Agsugpon Tayo Project Orientation (Nov. 14, 2012) — a one-day
		orientation highlighting the dialogue among DSWD Field
		Office I staff, LCE, and other partners in the target area.
	2)	Conferencing with the Host Families (Nov. 28, 2012) — The
		assessment of Host Families of the Agsugpon Tayo Project in
		which 17 families underwent the intake interview. These
		families included those who were willing to comply with the
		requirements of the hosting project.
	3)	Community Assembly (Families of the Children-Beneficiaries)
		(Nov. 29, 2012) — Families of the children-beneficiaries were
		provided an orientation on the Agsugpon Tayo' project. After
		the orientation, parents actively participated in the discussion.
		Assessment of the families of the children-beneficiaries was
		also conducted and 36 families were interviewed.
	4)	Training of the Agsugpon Tayo' Project Stakeholders
		(December 27, 2012) — Project stakeholders had training relative
		to their roles and responsibilities in the Agsugpon Tayo'
		Project. This was conducted to further equip them with the
		knowledge, attitudes, and skills in the efficient handling of
		children-beneficiaries.
Results/Outcome	In 2011-2012, the project successfully increased the number of
	Host Families and number of children beneficiaries who had
	benefitted from the project. From the initial 25 host families in
	2011, the number increased to 42 families hosting 90 to 111
	children beneficiaries in 2012. This increase has prompted the
	local chief executive of Sugpon, Ilocos Sur to pass a resolution
	entering into a Memorandum of Agreement with DSWD FO I for
	the adoption of the Agsugpon Tayo' Project.
	In 2013, 29 active host families and 98 children-beneficiaries were
	recipients of the project:

 

	Name of Host Parents	Number of Children-	Total
		Beneficiaries Being Hosted
		Male	Female
1.	Daniel Laño		9	9
2.	Alma Yubos		1	1
3.	Marieta Baguloen	3	6	9
4.	Vicky Subayan	3		3
5.	Rosita Dalantan	4		4
6.	Hilaria Valentin	7	13	20
7.	Veronica Ballasiw		3	3
8.	Precilla Ordoño		2	2
9.	Silvestre Sicmaten		1	1
10.	Noli Pang-es	2	1	3
11.	William Fontawa		3
12.	Marciano Umaybas		1	1
13.	Victoria Sumagca	3	3	6
14.	Regina Bagayao	3		3
15.	Alma Fontawa	2		2
16.	Romeo Degan		1	1
	Erlinda Corbilla
17.	Esperanza Cabello		1	1
18.	Arsenia Dapiaoen		3	3
19.	Dr. Digna Ocampo	1		1
20.	Irene Kudan	2	2	4
	Santos Budas
21.	Helen Dapiaoen	1	1	2
22.	Ricardo Maday-a	1	1	2
23.	Herminia Eleng		1	1
24.	Alvin Tanacio	2		2
	Narciso Tanacio
25.	Felisa Sibayan	1	2	3
26.	Petrocinia Suagen	1	2	3
27.	Crisanto Lubrin	3		3
28.	Milagros Yagyagen		1	1
29.	Marino Alin-ew	1		1
		––––	––––	––––
Total		40	58	98
		====	====	====

 

	The success of this project could be gleaned from the assessment
	conducted by the Technical Working Group of the Project with the
	assistance of the Regional Information Officer of the FO I. A
	write-up dated August 14, 2013 showed how the project provided
	opportunities for the children to go to school (Annex).
Lessons Learned	The start of project implementation was not easy especially on the
	identification of potential host families who are willing to
	accommodate a child in their home. It was through efforts to
	coordinate with the local government of Sugpong that led some
	residents to signify their willingness to accommodate at least one
	child in their home.
	At the onset of the project implementation, some challenges were
	raised by the host families. These include a) conflicting
	disciplining measures that caused misunderstanding between the
	host and biological parents, b) unclear roles in terms of parenting,
	and c) some difficulties encountered by the children with the host
	families.
	To address these challenges, the Field Office conducted a series of
	social preparation activities both for the host and biological
	families to discuss and define the roles and responsibilities of each
	one. This activity clarified grey areas which led to the continuation
	of the hosting program.
Implication for	Municipal Mayor Fernando C. Quiton, Sr. saw the value of the
Replication	practice and sought its expansion through strengthened
	partnership between the biological parents and the host families.
	Having seen the project's impact, he also sought its
	institutionalization through the drafting of Resolution No. 2011-55
	— Authorizing Honorable Fernando C. Quiton, Sr., Municipal
	Mayor to enter into A Memorandum of Agreement with the
	Department of Social Welfare and Development and the Barangay
	Governments of the Municipality in Institutionalizing the
	Agsugpon Tayo' Project or Hosting Program for Children and
	Youth.
	This project is continuously being advocated by DSWD Field
	Office I thru local newspapers and radio aside from other FO-led
	activities such as forums, inter-agency meetings, and Parent
	Leaders Meeting in other municipalities. This was also
	incorporated in some of the meetings with the LGUs of Bagulin,
	Santol, and San Gabriel in the province of La Union and in various
	mountainous areas of Ilocos Sur such as Quirino, San Emilio, and
	Cervantes.
	One of the municipalities which signified its interest to replicate
	the project is Bagulin, La Union. A consultation meeting will soon
	be conducted with the Municipal and Barangay Officials,
	MSWDO, Health Workers and other individuals and authorities
	who could provide support to the project to come up with a
	replication plan.
	Further, the Community Based Services Section is now also
	looking at the possibility of assessing some of these families as
	possible alternative placement for abandoned, neglected and
	abused children who could be licensed as Foster Parents thru the
	Foster Care Program.
References	1.	AGSUGPON TAYO Project, a write-up integrating the
		detailed background of the project, written by Ms. Virginia
		Sesay, SocTech Focal Person;
	2.	Minutes of Meetings with DSWD FO I — TWG, Municipal and
		Barangay Officials prior to implementation, during the
		implementation and status report on the implementation of
		Agsugpon Tayo Project;
	3.	Documentation during the Orientation with host families,
		parents and children;
	4.	DSWD Press Release by Mr. Jaesem Ryan A. Gates — AA V-
		NTHS-PR), July 5, 2013;
	5.	Regional Memorandum Circular No. 02-A Series of 2012

 

Both living in Brgy. Banga, Sugpon, Ilocos Sur, Hyacinth Joy R. Singasing, 12, a Grade 8 student and Eleanor A. Luvida, 16, a fourth year student are determined and dared to trek the winding, slippery road and stride their legs for an hour or more just to reach Sugpon National High School and pursue their Secondary education.

They are two of the children benefitting from the Agsugpon Tayo Project of the Department of Social Welfare and Development Field Office 1 (DSWD FO 1).

"Saan ko kayat a maipada kadagiti nagannakko. Isunga agadalak a nasayaat agsipud to mamatinak a siak ti mangital-o ti panagbiag iti pamiliami" (I do not want to be like my parents. By my small ways and means, I believe that I can change our family's status by studying hard) said Eleanor. AScHCD

Hyacinth Joy also uttered, "Kalikagumak ti maaddaan ti nasayaat a masakbayan tapnu matulongak to met dagiti nagannakko babaen ti innak panagadal." (I want to have a bright future so that in return, I can help my parents. So I must study hard.)

This is the driving force of the two students, not only for themselves alone but more for their families hoping that someday they will spin the wheel and bring them to the top. Both of them foresee that the realization of their dreams and success is now within their grasp through the Agsugpon Tayo Project.

Pieces of Advice in lieu of School Allowance

"Numanpay, agkurkurang ti maipabalonmi kadaytoy balasangmi, babaen ti panangbagbagami kanyana, isu ti mangpunno ti pagkuranganmi. Kanayon nga ibagbagak kanyana nga agadal a nasayaat ken agsingsingpet kadagiti pakidagdagusanna." (Though we cannot provide her with enough money for her school expenses, giving her pieces of advice would suffice our lackings. I always tell her to devote herself in her studies and behave well in the house of her Foster Parent) said Abraham Luvida, 48, father of Eleanor.

Leaving their parents for a week-long schooling is a struggle for Eleanor and Hyacinth Joy. They always keep in their mind the pieces of advice of their parents as they leave their house in the weekends or school. They will be staying in the house of their Foster Parents in the Poblacion near the school.

Gilbert B. Singasing, 30, father of Hyacinth Joy expressed that he is really grateful for the Foster Parents who let her daughter be accommodated in their house and considers her as their daughter as well. "Natibker ti pakinakemko ngaadda ti nasayaat a kasasaad a kanayon ti balasangko, numanpay awan kami a mangkitkita kenkuana ti panagbasana." (Though we are not there directly at her side to guide her and attend to her needs, I am confident that she is in good hands.)

Foster Parent Cares

Like the biological parents, Vice Mayor Daniel C. Laño Jr. being the foster parent of 24 students, one of them is Eleanor for four years also prays for the latter to graduate because this is the best way to bring transformation for her family. Vice Mayor Laño views his role as very important so he makes sure that Eleanor goes to school regularly and encourages her to focus on her studies always. According to him, constant monitoring really helps in guiding Eleanor to the right path leading to her dreams. He also added that being a foster parent is a pledge not to be broken with due respect to the biological parents. HESIcT

For almost four years being a foster parent, Vice Mayor Laño realized that with the intervention brought about by the DSWD in the Agsugpon Tayo Project, the obligation of both parties is highlighted and strengthened so with the students as well through meetings and other activities.

Silbina R. Antok, 29, is now a mother of two with Hyacinth Joy already a part of her family. Considering that Hyacinth Joy is her niece, she full heartedly accommodated her to stay in their house. Silbina said that being the foster parent of Hyacinth is a great responsibility for her because her parents entrusted Hyacinth Joy to her.

More and More for the Future

Mr. Romeo S. Venancio, the School Principal proudly stated that when Agsupon Tayo Project came into the picture, drop rate decreased because many students from far flung areas in the municipality enrolled already especially those grantees who stopped going to school. This led to the achievement level of the school to increase from 84% to 90% during the SY 2012-2013.

This is also being manifested by Municipal Mayor Fernando C. Quiton Sr. That is why he wants expansion of the project so that all youth in their locality will be sent to school through strengthened relationship of the Biological Parents and the Foster Parents. Having seen the project's great impact, he also wants it to be institutionalized, that in the end it shall be solely sustained by the Municipality. AcICHD

By Jaesem Ryan A. Gaces, Administrative Assistant V, Listahanan/NHTS-PR

Source: http://www.fo1.dswd.gov.ph/?s=agsugpon&x=0&y=0

ANNEX C

Sample Assessment Form

This is intended to be used by assessors of the Good Practice (GP) Documentation to ensure that the documentation complies with the identification criteria for GP.

Title of GP Documentation:Left Home to not be Left Behind: Hosting Children Beneficiaries toward a Brighter Future

	Criteria	Rating
1.	Innovative
	1.1	The practice challenges or reinvents the usual way	2
		of doing things.
2.	Positive Result/Impact
	2.1	The practice contributes to achieving target/s or milestones.	2
	2.2	There is evidence of the effectiveness of the practice.	1
3.	Sustainable and Replicable
	3.1	Mechanisms for sustaining the practice are in place.	2
	3.2	All stages of program implementation (i.e., planning/	2
		pre-implementation, implementation, post-
		implementation) are well documented with
		complete and up-to-date information.
			––––
Total			9
			––––
Average		2
Documents as means of verification:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Remarks from evaluator
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Reviewed by:
(Signature of evaluator)
———————————
(Name of Evaluator)

 

Footnotes

1. There is no approved operational definition of "new normal" in the Department. However, based on a draft policy brief entitled "The Emerging DSWD in the Face of the New Normal" which attempts to define "new normal," the term may refer to "challenges of DSWD that impact the need for fast but quality and responsive service delivery to clients for social protection in an ever-changing external environment."

2. Based on AO 34 series of 2004 "Guidelines in Determining Indicators for Best Practice of Community-Based Programs and Projects" which provides key indicators to determine effective practices in SWD.

3. Based on AO 34 series of 2004 "Guidelines in Determining Indicators for Best Practice of Community-Based Programs and Projects" which provides key indicators to determine effective practices in SWD.

4. Derived from the definition of Cambridge University Press, http://dictionary.cambridge.org/us/dictionary/english/documentation.

5. Derived from the definition of Nickols, F., http://www.nickols.us/Knowledge_in_KM.htm.

6. Derived from the definition of Kim & Nelson's Technology, Learning & Innovation, http://ieg.worldbank.org/Data/reports/knowledge_eval_literature_review.pdf.

7. Derived from the KM Framework.

8. Derived from Special Order No. 1936 s. 2012 and Knowledge Exchange Center Operations Manual.

9. Derived from the KM Framework.