Advancing basic education in the Philippines (ABC+) : mid-term performance evaluation report

The evaluation used a theory-based, mixedmethods design to understand ABC+’s performance. To describe other outcomes brought by COVID-19, which emerged during the first year of the program, outcome harvesting (OH) and the most significant change technique were used. The evaluation focused on ABC+ activities in Regions V (Bicol), VI (Western Visayas), and a small portion of Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) (Maguindanao Division in BARMM). The evaluation conducted four activities in collecting data: 1) electronic surveys for individuals such as teachers and school heads (intermediate result (IR)1 and IR2), 2) key informant interviews (KIIs) for system capacity-related topics with implementing partners and the Philippines Department of Education’s (DepEd) central, regional, and division offices (IR3), 3) focus group discussions and OH workshops on early-grade instruction and delivery (IR1) and access to materials (IR2), and 4) case studies for in-depth analysis of home learning partners and private sector engagements. The evaluation team found that ABC+ activities are relevant and aligned with DepEd policies and programs, particularly those related to learning recovery and continuity for literacy development. During the pandemic, ABC+ worked strategically by streamlining activities on teacher training, materials development, and system capacitation. Beneficiaries appreciated the close, consistent monitoring and intensive, flexible teacher support. As a result, ABC+ is a reliable and robust partner of schools. The evaluation also found that the teacher training and supplemental reading materials developed by ABC+ are effective in helping learners to read in their mother tongue and the Filipino language. The learning recovery plan, one of the policies enhanced with ABC+ support, was crucial in improving teachers’ instruction to help K-3 learners catch up with their reading delays. The DepEd system’s capacity to analyze and make decisions based on the data from comprehensive literacy assessment is very helpful in monitoring children’s reading outcomes. There is evidence that although the logic model of ABC+ was affected by the pandemic, the results are still promising because the program model is agile, i.e., with the return to face-to-face classes, ABC+ can pivot to achieve the intended outputs and outcomes. An unintended outcome brought by COVID-19 is the learning recovery plan co-developed by Region V and ABC+. This has contributed to IR1 and IR2. The evaluation also found that ABC+ contributed to enhancing policies related to curriculum development and assessment at the K-3 levels. Finally, the review found promising elements towards sustainability, as the project strengthened local ownership and leadership through diverse strategies and activities. Further collaboration with the private sector is imperative.