Text2Teach
Project
SUSTAINABILITY
Text2Teach Training Team
Objectives of this Session
Understand that
Understand the project sustainability
importance of the is not the work of just
one person or group, but
community
the product of
stakeholders constant
approach in the collaboration and
context of dialogue of all project
Text2Teach. stakeholders in a given
area.
Provide an
Teach how to avenue for Create a
maintain and the school-based
sustain the community sustainability
Text2Teach to participate plan.
facility. in sustaining
the project in
their area.
Learning Objectives
Sustainability Defined
“development that meets the
needs of the present without
compromising the ability of
future generations to meet
their own needs”
Bruntland report of 1987
Sustainability Defined
“Leaving things to the next
generation in no worse state
than that in which the
present generation found
it.”
Dr. Peter Smith
Introduction
school DepEd
students teachers LGU
heads coordinators representatives
The School Education Community
maintain, improve and/or upgrade the
Text2Teach classroom even after the 1st
year
The Text2Teach
“Sustainability Tripod”
Community
ownership
Do
things
together
Stakeholders Spirit of
participation Bayanihan
Community
Ownership
Better
Community
chance to
pride &
be aspirations
sustained
Why Community Ownership
“It takes a community
to educate a child”
and
“education is everybody’s
business.”
Why Community Ownership
“The future of a
community depends
largely on how it has
raised and educated
its youth.”
The Text2Teach
“Sustainability Tripod”
Community Financial
ownership
capacity
Financial Capacity
• Key to ensure the availability and
usefulness of the facility 24/7
Efforts:
• Include resource mobilization or
fundraising in the training of
teachers, PTA and SGC Officers.
• Get the school heads to be more
engaged.
• Solicit the support of the bigger
school community.
Financial Capacity
The community must
work together to be
able to source regular
funding from various
sources.
The Text2Teach
“Sustainability Tripod”
Community Financial Technology and
ownership capacity Knowledge
Transfer
Technology and Knowledge
Transfer
• Capacity to share the knowledge
of Text2Teach to other in-school
educators, parents, and its other
stakeholders
• Maintenance and security plan for
the facility
• Maximized Text2Teach facility with
a usage and sustainability plan
Key Concepts in
Sustainability Planning
1. Importance of identifying “A
Need And Building A Case”
• Building and maintaining a
case for support is a major
task for any organization
seeking funding.
• Every application needs to be
tailored to the specific funding
Key Concepts in Sustainability
Planning
1. Importance of identifying “A Need
And Building A Case”
• Preparing a ‘case for support’
with all the key facts and figures
about your organization
• the core elements to form part
of a letter of application or
project proposal.
Building a CASE for support
Specifics:
a. What is your case all about (you have to be
clear with your case)?
Your case should answer the following aspects:
• What is the nature of the project?
• Who and What do you represent?
• Why is the project needed?
• What do you propose to do?
• How much funding do you require and when
do you need it?
• How will funding make a difference?
Building a CASE for support
b. For Text2Teach, below are examples of what
you may need (you may have something unique):
Within 1 year: After 1 year:
Expansion of T2T to other Expansion of T2T to
schools other schools
Additional mobile phones Additional mobile phones
Classroom repair or Classroom repair or
improvement improvement
Security Maintenance expenses
Parents’ participation Security
LGU and BLGU support Parents’ participation
LGU and BLGU support
c. Prioritize your need. Build a maximum of 2 cases
for your first year. And Support your case with
Activity 1: Case for Support
Instructions:
1. Group participants
according to school.
2. Discuss the assumptions
below and relate it to your
school’s case in terms of
Text2Teach implementation.
Activity 1: Case for Support
3. Fill-up the form below :
Aspects Description
What is the nature of the project? Why Improvement of the
is the project needed? Text2Teach classroom
Who are you representing?
What do you propose to do?
How much funding do you require and
when do you need it?
How will funding make a difference?
Supporting Data/Examples:
How T2T improved performance of students
How long has the problem existed?
Testimonials from students and T2T teachers
Activity 1: Important Concepts
2. Importance of the different components:
Aspects Description
What is the nature of the project? Improvement
of the
Text2Teach
a. Nature of classroom
the project
Who are you? • A one liner description or title of your
Why is the project needed? project.
What do you propose to do?
How much funding do you require
and when do you need it?
How will funding make a difference?
Supporting Data/Examples:
How T2T improved performance of students
How long has the problem existed?
Testimonials from students and T2T teachers
Activity 1: Important Concepts
2. Importance of the different components:
Aspects Description
What is the nature of the project? Improvement of the
Text2Teach classroom
Who are you? b. Who are you?
Why is the project needed?• Tells about what you do as a
What do you propose to do?
school or organization.
• Provide a quick overview of
How much funding do you require
your vision and mission.
and when do you need it?
• A website and Facebook page
How will funding make a
can be included to explain who
difference?
you are.
Supporting Data/Examples:
How T2T improved performance of students
How long has the problem existed?
Testimonials from students and T2T teachers
Activity 1: Important Concepts
2. Importance of the different components:
Aspects c. Why is the project needed?
Description
What is the nature of the • What evidence
Improvement do you have
of the
project? Text2Teach
to classroom
prove that there is a need
Who are you? for the project?
Why is the project needed? • A description of how you
What do you propose to do? worked with the beneficiaries
How much funding do you in identifying needs.
require and when do you need it?
• A third party research can be
How will funding make a helpful in terms of reference
difference? to the need you identified.
Supporting Data/Examples: • Different ways to make your
How T2T improved performance of students
case clear and compelling
How long has the problem existed?
• Empirical
Testimonials from students and T2T teachers approach
Activity 1: Important Concepts
2. Importance of the different components:
Aspects Description
What is the nature ofd.
the
What do youImprovement of the
propose to do?
project? • What doText2Teach
you hope to classroom
achieve?
Who are you? • Be specific
Why is the project needed? • use a mixture of outcomes and
What do you propose to do? outputs to explain the results
you want to achieve and to give
How much funding do you
a sense of scale.
require and when do you need
• If funder has published criteria and
it? priorities, make sure you show how
How will funding make a your objectives relate to criteria.
difference? Explain also what your success
Supporting Data/Examples:indicators are and how you plan to
How T2T improved performance
monitor ofand students
evaluate your
How long has the problem proposal.
existed?
Activity 1: Important Concepts
2. Importance of the different components:
Aspects Description
What is the nature of the Improvement of the
project? e.How much and classroom
Text2Teach when do you need it?
Who are you?
• What is the over-all budget and
Why is the project needed?
how does this break down into
different cost items
What do you propose to do?
How much funding do you
• Don’t forget to show other sources
require and when do you needof income and in-kind support
it? especially for big projects.
How will funding make a • How much are you asking? Is their
difference?
support targeted for specific costs?
Supporting Data/Examples:
• Remember,
How T2T improved performance some funders have
of students
How long has the problemrestrictions
existed? on what they will fund.
Testimonials from students and T2T teachers
Activity 1: Important Concepts
2. Importance of the different components:
Aspects Description
f. How will funding make a
What is the nature of the Improvement of the
difference?
project? Text2Teach classroom
• Reiterate what you hope the
Who are you?
project will achieve and how
Why is the project needed?
this contributes to your funder’s
What do you propose to do?
priorities and criteria (if
How much funding do you
applicable).
require and when do you
need it? • What would happen if the
How will funding make a activity does not push through or
difference? has to happen on a smaller
Supporting Data/Examples: budget?
How T2T improved performance of students
How long has the problem existed?
Testimonials from students and T2T teachers
Workshop 1: Case for Support
Instructions:
1. Group participants according to school.
2. Discuss the assumptions as discussed
eaerlier and relate it to your school’s
case in terms of Text2Teach
implementation.
3. Choose a reporter from the group.
Each reporter will be given 3 minutes
to discuss their group outputs.
Synthesis for Activity 1
What comes to mind when you
reflect about the discussions that
happened?
Can Activity 1 help you or your
school with cases or situations
outside of Text2Teach? What
part of the activity would that
be?
Community Resource
Mapping
• Asset mapping or Environmental
scanning
• System-building process for
project support
• It aligns resources and policies in
relation to specific
• system goals
• strategies
• expected outcomes
http://www.ncset.org/publications/essentialtools/mapping/overview.asp
3 Possible Outcomes of
Resource Mapping?
1. Identification of resources available
• in a specific sector of a community
2. Identification of new or additional resources
• to sustain existing specific activities or initiatives
within a community; and/or
3. Identification of resources
• to assist in creating and building capacity to support
a more comprehensive community system.
SCHOOL CONSTITUENCY MATRIX
Teachers
Levels of involvement & extent of relations School
Alumni
Students
OFW
PTCA officers Capacity and accessibility
Capacity and accessibility
Balikbayans
Parents
Old Donors
Constituents
PTA SGC SEDF
Civic Clubs
Brgy Administration/ IRA
LGU Politicians
Officials Staff
Companies Parents Alumn Church ldrs
Associations i
Students Rich
Businesses Families
SK officers SGC officers
People with DepEd
Similar
Interest
Levels of involvement & extent of relations
Resource Mobilization
• More than managing and generating
resources
• Building relationships with like-minded people
who supports your cause. It’s friend raising.
• Two components
• Resource management
• existing resources are listed
(inventory), utilized, and maximized
• Resource generation
• non-existing resources are obtained by
performing resource-generating activities
Resource Mobilization
• Sources of Resources
• Internal
• comes from the group’s
EXISTING resources.
• External
• will come from other sources
OUTSIDE the group; may be in
cash, in kind, or in the form of a
free or discounted service.
Resource Mobilization
Strategies
Human Resource
Mobilization
Fund Raising/ Resource Mobilization
Government Opportunities
SCHOOL CONSTITUENCY MATRIX
Teachers
Levels of involvement & extent of relations School
Alumni
Students
PTCA officers OFW
Capacity and accessibility
Capacity and accessibility
Parents Balikbayans
Constituents Old Donors
PTA SGC
Civic Clubs SEDF
Brgy Administration/
LGU IRA
Officials Staff
Companies Parents Alumn Politicians
Associations i
Students Church ldrs
Businesses
Rich
SK officers Families
People with
Similar
SGC officers
Interest DepEd
Levels of involvement & extent of relations
Human Resource
Mobilization Strategies
Skills Matching
• Using the skills inventory, members
are given tasks which they are
capable of doing and are within their
area of expertise or experience.
• Focus is on individual efficiency and
growth.
• Relationship building. Requires getting
to know the members as individuals.
Human Resource
Mobilization Strategies
Networking
• Developing and utilizing contacts
(individuals or organizations) to tap for
future projects.
• Requires confidence and trust-building
between and among parties equal to
relationship-building.
• Guidelines for networking (defining of
roles) should be done.
• Know the people as persons.
Human Resource
Mobilization Strategies
Forming a Volunteer Core
• Volunteering is an unpaid act of
service for people whom you do not
consider as your constituency.
• Guidelines for volunteering as well as
listing of activities to volunteer should
be made.
• Provide provisions for time/food
reimbursement since the volunteers are
giving their service for free.
Activity 2: Our School’s
Constituency and Resource Map
Instructions:
1. Group participants according to school.
2. Identify the resources in terms of either
TIME, TALENT and MONEY contributions
from your schools CONSTITUENCY MAP.
3. Ask participants to do a sample resource
mapping among your constituency by
creating an inventory list of the skills,
resources, and linkages/ networks of your
school community.
Activity 2: Our School’s
Resource Map
4. Follow the format below in making your
own school’s resource map
Name Skills Donation Linkage Time
Capacity (P)
JR Proposal P Rotary Every
Demecais Writing 1,000/mo Club Weekend
Barangay Authority P 50k/yr Gov/ Flexible
LGU Mayor,
etc
Activity 2: Our School’s
Constituency and Resource
Map
6. Review ACTIVITY 1 (your case) and
answer the questions based on your
school’s resource map.
List down your answers.
a. How can we use the set resources
(skills, Money, Time and linkages
listed to address our case?
b. What will be the role of our T2T
Network to support our case?
Resource Mobilization
Strategies
Fund
Human Resource Mobilization Raising/Resource
Mobilization
Government Opportunities
Fund Raising
and Resource
Mobilization
POTENTIAL DONORS ARE:
They must contribute to show that they believed in the
initiatives. If they can give money that was difficult to
The Education
give, they are showing that they have stretched
Champions
themselves and can most likely persuade others to give
more.
They should not need too much persuasion to give. This
Family and Friends
category of donors gives out of loyalty.
These are groups that believe that their influence will
Power Groups
grow once they give. LGU, PTA, organization leaders, etc
They believe in the same advocacy. To gain support, the
Advocacy Groups education champion must show a common interest or
experience.
These are groups which are not interested in
Groups with an “Ax to
volunteering or sharing their resources. Consider fresh
Grind”
strategies to convince them.
SCHOOL CONSTITUENCY MATRIX
Teachers
Levels of involvement & extent of relations School
Alumni
Students
PTCA officers OFW
Capacity and accessibility
Capacity and accessibility
Parents Balikbayans
Constituents Old Donors
PTA SGC
Civic Clubs SEDF
Brgy Administration/
LGU IRA
Officials Staff
Companies Parents Alumn Politicians
Associations i
Students Church ldrs
Businesses
Rich
SK officers Families
People with
Similar
SGC officers
Interest DepEd
Levels of involvement & extent of relations
Resource
Target Skills/
mobilizati Inputs/tools
donors/ Brief description knowledge
on needed
givers needed
approach
After determining the
needed resources, the
members of the SGC/PTCA
SGC
may agree to contribute a
members Facilitating Socio-
specific amount on a
or skills for the economic
Regular regular basis (example: P20
conduct of profile of
Officers dues or every month) to help defray
discussion the parents/
Parents users’ fees recurring expenses related with the PTA or SGC
to the school plan. The
or PTCA parents members
amount should be based on
members the need and on the
capacity of the
members/parents.
Target Resource Skills/
Inputs/tools
donors/ mobilization Brief description knowledge
needed
givers approach needed
Based on the resources needed Database
and information on what the How to template for
target donor is capable of giving, prepare a listing of
send a letter of request to the database of potential
target donor. The letter should be potential donors
short, direct to the point, and donors Pro-forma
specific. Face-to-face letter which
Professio A face-to-face meeting with the presentation can be
nals and Direct potential donor either before or skills with modified to suit
solicitation of after sending the letter is highly potential each individual
small cash & in-kind recommended. donors potential donor
entrepre contributions The PTCA should also have a Donor Short write-up
system of donor management to management about the
neurs encourage donors to give on a skills including project that will
regular basis. building be funded
Whenever applicable, donation in- rapport, Donor
kind (equipment, technical writing of management
expertise, products, use of reports, etc. system
facilities, etc.) may also be including
requested. report format
Target Resource Skills/
Inputs/tools
donors/ mobilization Brief description knowledge
needed
givers approach needed
Fundraising from alumni
should be preceded by a
Skills on
relationship-building process. Database
preparation
This can be done by inviting template for
of
the school’s alumni to a tour alumni
Phil- Direct presentation
of the school and Presentation
solicitation of materials;
based cash & in-kind
presentation of the school’s
Presentation
materials on
strategic plan. Alumni based the school
alumni contributions skills.
outside your area will be sent strategic plan
Skills on use
emails on the school strategic Pro-forma
of Internet or
plan and resources needed. letter
e-mail
Letters of solicitation may be
sent after the meeting.
Target Resource Skills/ Inputs/
donors/ mobilizatio Brief description knowledge tools
givers n approach needed needed
The SGC/PTA determines which parents or
community residents have friends or relatives
based overseas. A database will be prepared.
Once the database is in place, the SGC/PTA sends
letters, accompanied by materials on the school
Overseas
strategic plan to appeal to these overseas friends
based for support. These may be friends, relatives, or
Resource
friends and alumni of the school.
mobilizatio
relatives of The means of communication may be e-mail or Use of
n using e-
parents and snail mail, depending on the capacity of the school Internet
mail and
community and the target donors’ access to communications and e-mail
the
residents, technology.
Internet
including To provide support to this fundraising approach,
alumni based the school might consider the idea of developing
overseas a website where school strategic plans and
specific school needs can be posted.
A tie-up with PhilDev Foundation USA may be
established to provide US-based donors the
needed tax incentives.
Target Resource Skills/
Inputs/tool
donors/ mobilization Brief description knowledge
s needed
givers approach needed
Many PTAs already have
already been doing
fundraising activities/
projects in the past. Such
fundraising events may still
Traditional be done by the PTA to raise
Various
fundraising some funds for specific needs
donors events of the school based on the
school strategic plan.
Examples of such fundraising
activities – benefit dance,
raffle, Mr. & Ms. contests,
etc.
Resource
Target Skills/
mobilizati Inputs/tools
donors/ Brief description knowledge
on needed
givers needed
approach
The PTA can also go into a one-time fundraising project to
target a specific amount within a specific period – Write-up on
Example: To raise P20,000 in 2 months through 4 giving “Project 848”
levels: which can be
5 donors of P1,000 each = P5,000 used as a
Skills in model for
10 donors of P500 each = P5,000
preparing community
25 donors of P200 each = P5,000 fundraising fundraising
Community 50 donors of P100 each = P5,000 campaign Sample
Combina
-based P20,000 materials/ collaterals or
tion of fundraising: Under this scheme, the PTA members may perform any collaterals fundraising
all the A one or a combination of the following roles: Presentation campaign
target replication 1. Donor (especially for the P100 and P200 giving levels) skills to be materials
of “Project 2. Solicitor (especially for the P500 and P1,000 giving used in Profile of
donors 848” 3. Fundraiser (for the P1,000 giving level) presenting possible
This fundraising approach was implemented successfully the campaign donors in the
by the Our Lady of Pentecost Parish in Loyola Heights, to potential community
Quezon City where it raised P8 million in 4 months donors (used in
through 8 levels of giving in a fundraising campaign called fundraising
Project 848. This fundraising campaign won an Anvil approaches
Award of Merit and has been replicated successfully in at described
least 6 other parishes. This may be modified or earlier)
Resource Mobilization
Strategies
Human Resource Mobilization Fund Raising/ Resource Mobilization
Government
Opportunities
Target Resource Skills/
Inputs/tools
donors/ mobilization Brief description knowledge
needed
givers approach needed
Knowledge
Inventory of
Based on the resources needed and about what
barangay
information on what the target donor resources the
resources
is capable of giving, send a letter of barangay and SK
Copy of a
request to the barangay chairman or have and what
sample
SK chairman. Whenever applicable, items they
barangay
the letter may be sent to any barangay usually allocate
Barangay/ budget (e.g.,
official where any member of the the resources to
Development Direct previous year’s
PTCA has close relations with. The Knowledge
Fund/ solicitation of budget)
letter should be short, direct to the about the
Sangguniang cash & in-kind Pro-forma
point, and specific. A face-to-face barangay and SK
Kabataan contributions letter of
meeting with the barangay or SK budget
(SK) request which
officials either before or after sending processes
can be
the letter is highly recommended. especially the
modified to
Whenever applicable, donation in- timetable
suit the
kind (equipment, technical expertise, Face-to-face
situation of
use of facilities, volunteers, etc.) may presentation
each barangay
also be requested. skills with the
or SK
barangay/ SK
Government Opportunities
Municipal, City or Provincial Local
Government Unit (LGU)
• Establish external linkages with LGU.
• Ensure that Text2Teach is included in
the regular Special Education Fund
allotment.
• Lobby for Text2Teach support through:
Countryside Development fund(CDF),
Local Development Fund (LCF) and
Councilor's Development Fund.
Government Opportunities
Local Department of Education
• Secure regular budget allotment.
• Continuous engagement of DepEd
representatives in the program, specifically the
ICT coordinator and division, district and
regional heads.
Foreign Embassy Funding
• Project proposal for specific project, start
small projects to build relationship
• Search from websites and the internet.
Sustainability
Plan
_______________ School Action Plan for Sustainability
( Facility Improvement, Maintenance, Expansion, Replacement)
Objective 1:___________________________________________
Activities Expected Timeline Resource Sources Persons
Outputs Needed Responsible
Objective 2:___________________________________________
Activities Expected Timeline Resource Sources Persons
Outputs Needed Responsible
In Partnership With
