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SIP Annex 6 - Guidelines For VOLS

The document provides guidelines for listening to the voice of learners and stakeholders. It is important to understand that stakeholders have different needs and to ask follow up questions to fully understand their perspectives. Needs refer to what stakeholders expect from a service, while wants refer to preferences in how the service is delivered. A variety of tools can be used to gather stakeholder input, such as interviews and surveys, and it is critical to allow stakeholders to elaborate on their responses to accurately identify their needs.

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128 views2 pages

SIP Annex 6 - Guidelines For VOLS

The document provides guidelines for listening to the voice of learners and stakeholders. It is important to understand that stakeholders have different needs and to ask follow up questions to fully understand their perspectives. Needs refer to what stakeholders expect from a service, while wants refer to preferences in how the service is delivered. A variety of tools can be used to gather stakeholder input, such as interviews and surveys, and it is critical to allow stakeholders to elaborate on their responses to accurately identify their needs.

Uploaded by

ivy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ANNEX 6 Guidelines in Listening to Voice of

Learners and Other Stakeholders

GUIDELINES IN LISTENING TO THE VOICE OF THE


LEARNERS AND OTHERSTAKEHOLDERS
(based on the School Improvement Project Learning Guide)

Different types of stakeholders have different needs that they want to satisfy. It is
important to understand stakeholder differences in order to satisfy their different
needs.

FACILITATING AND PROBING


It is critical to have the stakeholders themselves help in identifying their own needs.
When stakeholders tell us in their own words what their needs or issues are, we may
be able to pick up new ideas and acquire a deeper understanding of their situation.

Stakeholders have different ways of saying what they need. We have to learn how to
scrutinize and understand what they truly mean. The real needs of the stakeholders
may have to be inferred or extracted from what they actually say during interviews.
While they may identify the things they need, it is critical to determine why they need
these things.

Oftentimes, stakeholders are unable to directly voice out what they need or want. As
such, it is important to ask follow-up questions to identify stakeholders’ needs that are
important to them. In terms of gathering qualitative data on your identified priority
improvement area, your learners and other stakeholders should also be asked about
interventions done by teachers or the school to address their existing problem.

NEEDS AND WANTS


When gathering the voice of our stakeholders, we must be careful in determining
whether something is a need or a want. Needs are what stakeholders expect to receive
from a concept or service. Wants are preferences of a stakeholder on how to receive a
concept or service. Needs are more likely common across our stakeholders. Wants may
vary from stakeholder to stakeholder even if they share the same needs. We have to
make sure to address the needs first before the wants. However, wants are important
to create a balance on what we deliver and how we deliver our service to our
stakeholders.

DATA GATHERING TOOLS


There are different tools that can be used in gathering the voice of the learners and
other stakeholders. The most common way is by conducting interviews or Focus
Group Discussions (FGDs). It is critical to allow our stakeholders to elaborate on their
responses in order to infer the specific needs that are critical for them. After gathering
data through interviews, we can conduct surveys to quantify and verify the responses
from the interviews. In most cases, tools need to be used in combination.

Interview questions should be open-ended. When necessary, follow-up the questions


to delve further into the stakeholder issues. In such cases, we should allow the
stakeholders to talk. We must avoid biased, leading, or loaded questions. Our
questions should be clear, and the way we word the questions should not be
ambiguous.
ANNEX 6 Guidelines in Listening to Voice of
Learners and Other Stakeholders

PROCESSING
How do we analyze the responses of the learners and other stakeholders? We have to
transcribe the learners’ and other stakeholders’ responses verbatim, or word for word.
The use of their own language is important. We have to read through these interview
transcriptions and highlight any statements that you think are relevant to our PIA. It
might be good to group their responses to help you classify their needs, issues, or
suggestions.

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