school mooe thesis

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UTILIZATION OF DOWNLOADED SCHOOL MOOE AND ITS IMPLICATIONS ON THE MANAGEMENT CAPABILITY OF INSTRUCTIONAL LEADERS

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International Journal of Research Publications

Ronel Balagosa

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

This study employed a mixed-method research approach to determine the level of strategic planning implemented, the key challenges encountered, and the best practices applied by the school leaders of the Aroroy East district. School leaders from both elementary and secondary schools served as respondents for this study. They provided reliable data concerning the management and utilization of the school's Maintenance and Other Operating Expenses (MOOE). The study discovered that, based on the stipulated level of strategic planning, 10 out of 15 strategies were "always" implemented by the respondents, 4 were "often" implemented, and 1 was "sometimes" implemented. Key challenges were identified, including the timeliness of MOOE fund release, financial struggles, deficiencies in teacher and stakeholder involvement, and struggles with aligning MOOE allocation. However, these challenges can be mitigated through coping mechanisms such as teacher empowerment, personal financial contribution, exerting extra effort, and practicing time management. Furthermore, advocating for transparency and accountability, activating the school's Bids and Awards Committee (BAC) and stakeholders, and prioritizing Programs, Projects, and Activities (PPAs) aligned with the School Implementation Plan (SIP) and the Annual Implementation Plan (AIP) are considered best practices. These practices lead to the utilization of a transparency board and the provision of encouragement and support to teachers. Therefore, building camaraderie, submitting liquidation reports early, and having an administrative assistant or bookkeeper are recommended to further enhance the effective management and utilization of the school's MOOE.

Antonio Jr. Enerio

Tim Walters, Ph.D.

Quality of education is a major concern in Maldives and the low performance of students has been a persistent problem in Maldivian schools. Instructional leadership is observed to have direct as well as indirect relationships with school effectiveness. However, despite being an integral part of school leadership, the instructional leadership role of deputy principal has been overlooked by educational research. Hence, this quantitative study aims to study the impact of deputy principal’s instructional leadership and school culture on school effectiveness in the government schools of Male’, the capital city of Maldives. Quantitative research approach was used for this study. A descriptive survey design was adopted using questionnaires to collect data. The sample consisted of 370 teachers working in the governments schools of the capital city, Male’. Data was analysed through Structural Equation Modeling technique using AMOS-23. Results indicated that deputy principal’s instructional l...

This study aimed to enhance self-monitoring of the school MOOE by introducing the E-MOOE Utilization Template. This study aimed to determine whether the template significantly impacted the ability of all Daraga North District school heads to locate their used MOOE and provided guidance for future cash advances and the creation of supplemental budgets. Descriptive-quantitative research was used in this study. quantitative in the sense that a numerical rating and a description were recorded for each response on the Likert Scale used to gauge how likely it was to be used. The outcome demonstrated that by using a Template, self-monitoring of MOOE Utilization was enhanced by 50% thanks to the data provided by the designated bookkeeper regarding MOOE Utilization. Additionally, the school heads reacted with a Total Mean of 4.73 and a likelihood of 94.6%, mostly due to the features that made it easier for them to track or record their liquidated MOOE. Regarding the digital resource that links schools to accounting, just one school replied, nonetheless, further supporting materials might be created. This could be a project for the future with a greater potential to accelerate the use of MOOE.

Abstract . Technology assisted education was expanded in mid1980’s remarked by 1994 international conference on information technology in educational management in Jerusalem followed by the formation of working group (WG) 3.7 of International Federation for Information Processing(IFIP) . The book review contains five major topics related with technology in educational institution that presented at the 5 th international conference of the federation _IFIP by different scholars Finland in 2002 almost fifteen years back. At a time the result brought radical change to educational institution to move to current digital system even though it is difficult to infer the findings for today’s utilization. The book presented the case from the launch of the technology to that of providing the solution while implementation of the initiatives. The first topics explain ITEM (information technology in educational Management) integration into educational stream .Why ITEM integration, how we can adopt innovative lesson in to our existing system, and how a shift from technology to pedagogical system will be presented. Based on this, how decision making is achieved through data driven and what type of models does we use for such decision making is clearly presented. The next topic elaborates ICT for managing educational institutions. The importance of ICT a lesson study based experience countries in assuring such importance, how ICT affect the work of school principals, do technology act as actor or not and how to regulate system for academic involvement in the utilization of the technology were clearly discussed. The third topic elaborates the management of E-learning. In this session, several web based teaching learning initiatives development from the experience of the countries were dealt with. The fourth topics of the review ornamented ICT training for educational professional and the last session is deal with the result of the selected group among the IFIP.

janice alquizar

NAME: JANICE SERENIO ALQUIZAR TITLE: CHARACTERISTICS OF SCHOOL ADMINISTRATOR AS PREDICTORS OF INSTRUCTIONAL MANAGEMENT LEADERSHIP _______________________________________________________________ ABSTRACT The purpose of this study was to determine the relationship of the characteristics of secondary school administrators of Malita, Davao del Sur between instructional management leadership and the characteristics that best predicts instructional management leadership. Results showed that characteristics of secondary school administrators in terms of visionary, as a person, instructional manager, leader of an organization, manager and school-community facilitator had a descriptive rating of high level. On the level of instructional management leadership of secondary school administrators, the indicators had an overall descriptive rating of high level. On the test of significant difference between the dependent and independent variable, the independent variable significantly predicted the dependent variable. It was established in the study that there was significant relationship between the characteristics of secondary school administrators to the instructional management leadership. From the findings of the study, the indicators of characteristics of secondary school administrators were the potent factors that could predict the instructional management leadership.

NYAISUTI DANIEL MWITA

Students’ academic performance at all levels of education has attracted great concerns from many stakeholders all over. The purpose of this Ex-post facto research was to examine Principals Instructional Supervision Strategies on Students’ Performance at Kenya Certificate of Secondary Education in Kuria West-Migori County, Kenya. Four research objectives were used to investigate and determine the extent to which principals in Kuria West Sub County undertook instructional supervision: checking of teachers’ professional documents, classroom visitation, setting academic targets, pre and post observation conferences. The researcher adopted an ex-post facto research design in which the target populations were 35 principals from 35 public secondary schools, 382 teachers employed by Teachers Service Commission and 2,010 form four students in Kuria West Sub County. Thirty principals (86%), 102 teachers (27%) and 200 form four students (10%) were purposively and simple randomly selected to form the sample size which participated in the study. Three sets of questionnaires were designed and administered: Principal’s Instructional Supervision Strategies Questionnaire (PISSQ), Questionnaire for Teachers on Principal’s Instructional Supervision Strategies (QTPISS) and Questionnaire for Students on Principal’s Instructional Supervision Strategies (QSPISS). The instruments content validity was assessed by the two supervisors and enhanced through pilot testing while the instruments reliability was established through a test retest method where a reliability coefficient was computed using Pearson’s Product Moment Correlation Coefficient. Quantitative and qualitative data were collected and analyzed using a Statistical Package for Social Sciences (SPSS) version 20. Data was analyzed using descriptive statistics and the findings were analyzed into themes and presented in form of frequency and percentage tables and pie-charts. The study established that principals’ practice of checking teachers’ professional documents significantly influenced students’ performance by 42.8 percent. The study revealed that classroom visitation and observation by principals significantly influenced students’ performance by 47.3 percent. The study findings confirmed that principals regular setting of schools’ academic targets significantly influenced schools’ performance by 56.7 percent. The study further, found out that principals who organized for pre-lesson observation meetings; conducted teachers’ lesson observation on termly basis; organized for post-lesson observation meetings and communicated lesson observation feedback verbally significantly influenced students’ performance by 40 percent. The schools’ KCSE performance indices indicated that most (40%) were at 3.5 to 4.4 due to low level performance of principals’ instructional supervision in Kuria West Sub County. The study concluded that instructional supervision had significant influence on students’ performance at KCSE by 42.9 percent and needed to be strengthened more. Consequently, the study recommended that DQAS, KEMI and TSC to enhance principals’ capacity building on instructional supervision; employment of more teachers for effective instructional delivery and Boards of Management to initiate motivational strategies for both teachers and students.

International Journal of Scientific & Technology Research

gloria gempes

The purpose of this phenomenological study was to describe the lived experiences, coping mechanisms and insights of 17 teachers regarding the MOOE allocation in basic education system. The data were gathered through in-depth interviews and focus group discussion which were subjected to thematic analysis. The result revealed the proper implementation/utilization of MOOE fund by the principal. However, concerns on teacher‘s trust on the MOOE transparency and non-involvement of teachers in financial planning were also observed and experienced. Coping mechanisms of the participants included openness and acceptance, indifference, and resourcefulness and creativity. The participants‘ insights based on their experiences were: MOOE is fund provision for schools‘ maintenance and operation, teachers to be centrally involved in the MOOE allocation, and there are varied sentiments on the integrity of MOOE spending. The study implies that creating an environment of trust in the school may result...

UIJRT | United International Journal for Research & Technology , Nurshadrina Kartika

This paper aims to examine the studies that have been carried out regarding the effectiveness of supervision and delegation of authority in the management of School Operational Grand (BOS/Bantuan Operasional Sekolah) in Indonesia. The results of the study will be used to provide input to those who have the authority to supervise BOS funds (Head of the Branch Office of the Education Office), but are unable to carry out due to the many other tasks that are no less important, and the number of schools that must be supervised to delegate supervisory authority to school supervisors. So that school supervisors can optimally supervise BOS funds as one of the tasks of fostering and supervising school financing standards. The supervision that can be carried out by school supervisors related to the use of BOS funds refers to the main management functions, namely supervision in planning, organizing, implementing and reporting. It is necessary to delegate the authority to supervise the use of BOS funds to the party closest to the school, namely the school supervisor, because school supervisors have broad opportunities to carry out supervision because of the attachment of the main duties and functions of supervisors in carrying out managerial supervision.

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Trend Analysis of Maintenance and Other Operating Expenses (MOOE) Utilization in a Public Elementary School

Research Paper (postgraduate) , 2018 , 34 Pages , Grade: 1.00

Autor:in: Ms. May Anne Joy Romanes (Author)

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Budget is a powerful tool that can bring growth and development to schools. The government has recognized its crucial role; hence, the Department of Education (DepEd) allocates various financial resources that include the Maintenance and Other Operating Expenses (MOOE) fund. Though the provisions for the use of MOOE have been clear, data on the trends on its utilization are yet to be available. Moreover, researches on how it could be used efficiently have not yet been carried out. It is crucial that schools established a high-impact research-based plan on using MOOE, as part of good governance in educational institutions. This study utilized qualitative research design using case study approach. The participants in this study were the principal and the teacher-in-charge of the school MOOE in a public school in the Division of Cavite. The data was collected from school documents, interviews with the school MOOE coordinator, and copy of the official MOOE liquidation reports of the following School Year (SY). Results showed that the biggest chunk of MOOE funds in the last 3 SYs went to paying utilities (43% ). ID cards and test papers comprise 15% of the total MOOE fund in the 3 SYs. Expenses for equipment (6%) vary throughout SYs; in SY 2015-2016, no expense was reported for this item, but in SY 2016-2017, the expenditure increased to ₱ 41,613.13, then went down to ₱ 2,980.00 in the following SY. Similar with the expenses for equipment was the expenses for repair. From an expense of just ₱ 570.00 in SY 2015-2016, it went up to ₱ 41,875.46 in the following SY, then it went down to ₱ 23,445.50 in SY 2017-2018. Office supplies got an average of 9% in the budget. Funding for teacher trainings across SYs was low (4%). The expenses for each month in the last 3 SYs varied. There were months when the budget was rigid, and months when other items can be freely purchased. More than half of the MOOE went to items that were critical to the day-to-day operations of the school; hence, leaving the school head with limited discretionary funds. Items, which had high impact to student learning and achievement, were often neglected in the budget. There were also months when repairs and equipment got high portion of the fund. It is suggested to expand the trend analysis of MOOE utilization in different public schools, to find patterns in their use funds to aid in strategic financial management.

Over the years, budget, in alignment with the school development plan, is a powerful tool to improve educational institutions (Kirby, 2018). A well-planned and well-spent budget helps in achieving personal, national, and global development goals (Wha, 2014). Like most countries around the world, Philippines has recognized the crucial role of school budget; hence, the Department of Education (DepEd) allocates various financial resources to schools to support them in enabling the students and school personnel to perform better (DepEd Order [DO] no. 13, s. 2016). One of these resources made available for use by public elementary schools is the Maintenance and Other Operating Expenses (MOOE) fund.

MOOE is a government-allocated fund for public schools that can be spent on activities and necessities that support learning programs, and help in maintaining a safe and healthy environment in schools (DepEd, 2017). In relation to this, accountability in the use of the MOOE is secured by posting a transparency board on its utilization, in accordance with the Republic Act 9485, also known as the Anti-Red Tape Act of 2007 (Philippine Information Agency, 2017).

Though the provisions for the use of MOOE has been fairly clear, at least to the school MOOE coordinator (teacher) and the school head, data on the trends and/or patterns on its utilization are yet to be available. Moreover, despite careful considerations in allocating this fund to various school needs, researches on how it could be used efficiently has not yet been carried out, as most studies available focus on school finances in general. It is crucial that schools established a clear, realistic, and high-impact research-based plan on using government funds, specifically MOOE, as part of good governance in educational institutions.

Research Questions

The following questions guide the study:

(1) How is MOOE utilized in School X in the last 3 School Years (SYs) in terms of the frequency and amount of total expenses by item of expenditure?; (2) What is the trend of MOOE utilization in School X from SY 2015-2016 to SY 2017-2018?; and (3) How could the data help in creating a budget plan in MOOE utilization for the SY 2018-2019?.

Objectives of the Study

This study aims to do the following:

(1) describe how MOOE utilized in School X in the last 3 School Years (SYs) in terms of the frequency and amount of total expenses by item of expenditure; (2) determine the trend of MOOE utilization in School X from SY 2015-2016 to SY 2017-2018; and (3) create a budget plan in MOOE utilization for the SY 2018-2019.

Significance of the Study

This study explores the MOOE utilization in a small public elementary school in the last 3 SYs. It is interesting to note that within 3 SYs, School X has been under the leadership of 3 different principals, each having distinct leadership and spending styles. The findings in this research could help school heads in planning and making decisions related to MOOE budgeting and strategic financial management. This study may also fill in some gaps in knowledge on how MOOE is spent in public schools and hence, may help in analyzing their expenditures in other schools, in response to its objectives and needs.

Scope and Limitations of the Study

The study was conducted in a small public elementary school. It was conducted from February to May 2018.

The study was limited to the data on MOOE utilization of School X during the following SYs, namely: SY 2015-2016, SY 2016-2017, and SY 2017-2018. The data for SY 2015-2016 and SY 2016-2017 covered the months of June to May of the following year (e.g. June 2015 to May 2016); however, in the SY 2017-2018, the months of April and May were not included because the data was collected in mid-April, in which the MOOE reports for the said months were yet to be available.

The results of this study cannot be used to generalize the trend in MOOE utilization in other public schools.

Review of Related Literature

Not many studies have been conducted about finances in schools and how it is spent.

It is interesting that despite the availability of school finance data in mandated transparency boards, very few used these data to look for problems, or to forecast them, in order to improve the financial systems of schools. Also, the problem might be due to the fact that DepEd-managed schools heavily rely on the government for their funding (World Bank, 2016), unlike private schools which have to perfect their financial management to make the most from the tuition and other fees which their students pay. Hence, accountability on the efficiency and risk of fund management seems to be higher in private schools than public schools.

Filipino researchers agree that DepEd has greatly improved in its overall delivery of educational services (Philippine Business for Education & Araullo University, 2013). With the second highest allocation in the 2018 national budget, DepEd is expected to continue carrying reforms in improving the quality of the basic education (Rey, 2018). Increase in the budget for education shows the commitment of the government to implement school improvement plans; however, a detailed costing study revealed that the government allotted funds for schools are insufficient to ensure that existing service standards are met (World Bank, 2016). Another study revealed that DepEd has yet to improve in budget preparation and implementation (Philippine Business for Education & Araullo University, 2013). Both of which have been critical in strategic financial management. Furthermore, little participation of stakeholders was reflected in the planning process (Philippine Business for Education & Araullo University, 2013). Involvement of stakeholders from the planning to the evaluation stages is important to assess the needs effectively and check if the objectives have been met (Philippine Business for Education & Araullo University, 2013). With these problems in mind, opportunities for intensifying financial management in public schools arise.

Most of the funding to the public schools is provided by the government through the MOOE (World Bank, 2016). In 2013, MOOE allocations accounted for 68% of all discretionary funding, and in the case of over 10% of schools, these were the only source of operational funding they received (World Bank, 2016). The MOOE of a school is based on the following factors, namely: total school enrolment, number of teachers, number of classrooms, and number of graduating students (DepEd, 2017). While more than 50% of the school principals claim to know the formula of MOOE funding, a national survey conducted proved otherwise. The Public Education Expenditure Tracking and Quantitative Service Delivery Study (PETS-QSDS) found out that less than 10% of principals actually know the correct MOOE formula (World Bank, 2016). Moreover, only 40% of parents are aware that schools receive MOOE funds (World Bank, 2016). Hence, with limited knowledge of the formula and the MOOE itself, schools would not be able to confirm if they are receiving the correct amount of funds (World Bank, 2016). The components of the MOOE allocation formula in elementary schools is shown in Table 1.

Table 1. Components of the MOOE allocation formula in elementary schools (PETS-QSDS as cited by World Bank, 2016).

Abbildung in dieser Leseprobe nicht enthalten

DO no. 13, s. 2016 provides the uses of MOOE in schools, such as: utilities (e.g. electricity and water); school-based training and activities; special curricular and co­curricular programs; graduation rites, moving up, closing ceremonies and recognition activities expenses; security, transportation/mobility and janitorial services; minor repairs of facilities, building and ground maintenance, and the upkeep of the school; and the activities stated in the School Improvement Plan (SIP) for the current SY, and in the Annual Implementation Plan (AIP) of the school. A public elementary school, as a non­implementing unit, is responsible for the following: applying bonding with the Bureau of Treasury, drawing cash advance from the Division Office for MOOE requirements, and most importantly, submit liquidation reports to the Division Office for replenishing the school MOOE (DepEd, 2017). Violation to any provisions of DO no. 13, s.2016, shall be dealt with administratively as pursuant to DO no. 49, s. 2006 (DO no. 13, s. 2016).

School liquidation reports on MOOE revealed the problem of utilizing the allotted MOOE completely (World Bank, 2016). The reasons behind this problem were lack of capacity and time to meet their reporting and procurement requirements (World Bank, 2016).

Decisions on MOOE use is largely confined to the school principal and teachers (World Bank, 2016). In a survey done by PETS-QSDS in 2014, 80% of elementary school reported that teachers had been consulted about the utilization of MOOE (World Bank,

2016). The Parent-Teacher Association (PTA) was reported by 30% of elementary schools to participate in discussions about MOOE utilization; 13% of elementary schools reported the involvement of the School Governing Council (SGC); same percentage was reported in terms of the involvement of parents; and less than 10% revealed the participation of local school board (World Bank, 2016).

Recent survey showed that in 2013, elementary schools had used approximately three- quarters of their MOOE to pay for the office supplies, undertake routine maintenance, and pay their utility bills (World Bank, 2016). While these are indispensable, it leaves little opportunities for schools to invest in activities that support better learning (World Bank, 2016). World Bank (2016) found through the PETS-QSDS survey in 2013 that 5% of MOOE allocation of elementary schools was spent on equipment and instructional materials which were prohibited under current guidelines. The same survey also revealed that more than 80% of MOOE is spent on allowable items. Further findings also showed that the proportion of the fund use to purchase items that are directly related to learning are relative low, with around 3% of expenditures in training elementary school teachers, and 4% of funds spent for instructional materials, such as periodicals or review materials (World Bank, 2016). Figure 1 shows the percentage of total MOOE expenses by item of expenditure.

Figure 1. Percentage of total MOOE expenses by item of expenditure (PETS-QSDS as cited by World Bank, 2016)

Table 2 Characteristics of School X

Research Design

This study utilized qualitative research design using case study approach.

Participants

The participants in this study were the principal and the teacher-in-charge of the school MOOE. The names of the participants and their school were kept confidential.

Data Gathering

The data was collected from school documents, interviews with the school MOOE coordinator, and copy of the official MOOE liquidation reports.

Data Analysis

Frequencies of expenditures in various items in a SY were tallied and organized in bar graphs. Pie charts were used to show percentages of spending in a SY.

Results and Discussion

MOOE Utilization in SY 2015-2016

Figure 2 shows the frequency of total MOOE expenses by item of expenditure in SY 2015-2016.

Results revealed that electric bill was paid most frequently. It was followed by water bill, then by telephone/internet bill. Differences in frequencies of paying utilities were due to varying due dates and flexibility in payment terms (e.g. water bill has longer grace period of paying after the due date; hence, payments for 2 months were made in a single month). Also, the telephone and the internet were installed in August; hence, the payment for the service in this SY started in September 2015 and ended May 2016, completing only 9 months of service. Office supplies and test papers have been spent on the same number of times. MOOE was spent on painting materials and teacher training 4 times. Expenditures for identification (ID) cards were made 3 times in SY 2015-2016. Repairs were only done twice in the mentioned school year. The school spent for clinic supply, recognition, and graduation expenses once.

The percentage of total MOOE expenses by item of expenditure in SY 2015-2016 is shown in Figure 3.

- Telephone/internet - Electricity Water - Test papers - Paint - ID cards - Supplies - Graduation - Teacher trainings - Recognition - Clinic supply - Repairs

Table 3 shows the amount and percentages of total MOOE expenses by item of expenditure in SY 2015-2016.

Results revealed that more than half of the MOOE for SY 2015-2106 was spent on the utilities. Although the school spent more frequently on office supplies than on paint, higher percentage of MOOE was utilized on the latter. Test papers and office supplies were spent in the same SY in the same number of times; however, higher percentage and amount was spent for test papers. Also, the school spent for ID cards thrice, but since it is a high-value item, 8%, or P 15 648.00, of MOOE was spent for this item. Interestingly, graduation expenses and office supplies had obtained same percentage share of MOOE; hence, one-time expenditure of graduation rites can be comparable to the amount of one-year supply of office tools in this SY. Expenditures on the training of teachers were not given much priority in this SY, with only 4% share in the MOOE. More so, very little was spent for clinic supply and repairs, barely getting 1% of the fund. SY 2016-2017

The frequency of total MOOE expenses by item of expenditure in SY 2016-2017 is shown in Figure 4.

Results showed that electricity and water were paid most often using the school MOOE. Though electricity topped, there is a decrease in frequency in the said item than in last SY. When asked about this, the school MOOE coordinator confirmed that it was due to delay in the payments. It was during this SY when School X was past due in its payment for utilities due to shortage of funds. The school MOOE coordinator affirmed, “time ni Ma’am [name omitted], time na nagkaka-kapos-kapos tayo ng pera, inililipat ng buwan [pertaining to payments for the utilities] (It was the time of Ma’am [name omitted]; the time when fund were insufficient, so we pay our dues on the following month.).” School X also spent for repairs, paint and equipment more frequently than the previous SY. Office supplies were bought 7 times, and test papers were paid 4 times. Twice was MOOE spent for each of the following items, namely: teacher training, ID cards, and graduation expenses. The school spent once for the recognition, and once for the Grade 5 Learner’s Materials (LMs).

The percentage of total MOOE expenses by item of expenditure in SY 2016-2017 is shown in Figure 5.

- Repairs - Equipment - Telephone/internet - Electricity Water - Paint Test papers - Supplies - ID cards - Graduation - Teacher training - Recognition - Grade 5 LM

Table 4 shows the amount and percentages of total MOOE expenses by item of expenditure in SY 2016-2017.

In SY 2016-2017, equipment and repairs were given priority, garnering an allocation of 15% each. These items were closely followed by electricity, and then by the water bill. Although the school had only spent 5 times on paint, it has actually spent 10% of the MOOE fund. Expenditures on test papers went down to 6%. The school MOOE coordinator explained this was neither due to the decrease in price nor the quantity of the item, but instead rooted to the shortage of MOOE fund, in which the balance for the test papers was paid using local funds. Expenses for office supplies and graduation were no longer comparable unlike in the previous SY. Teacher trainings got few portion of the MOOE at 3% level. The payment for the things used during the recognition ceremonies got a share of 1%. Photocopy for Grade 5 LMs barely got 1%. This item, however was questionable, because it did not belong to any categories of allowable items; the LMs photocopied was not downloaded from LRMDS and DepEd Central Office already provides the LMs to public schools; hence, LMs should not be paid using the MOOE.

SY 2017-2018

The frequency of total MOOE expenses by item of expenditure in SY 2017-2018 is shown in Figure 6.

Figure 6. Frequency of total MOOE expenses by item of expenditure in SY 2017-2018*

*Data on SY 2017-2018 did not include the months of April and May

In SY 2017-2018, electricity, water, and telephone bills got the similar frequencies of expenditure. Payments for these utilities were made each month, hence, they obtained the highest frequency among the remaining items. Supplies followed with frequency of expenditure of 7. Five times did the school spent for repairs and paint, and 4 times it spent for test papers and teacher trainings. School X spent for equipment twice. It also spent once for the Programs, Projects and Activities (PPA), ID cards, donor’s tax (for the government- donated land), recognition expenses, wage for the person who installed the CCTV around the school premises, and graduation expenses. Interestingly, it has been the first time in 3 years for School X to spend for a PPA.

The percentage of total MOOE expenses by item of expenditure in SY 2017-2018 is shown in Figure 7.

- Electricity - Telephone/internet - Repairs - Supplies - Test papers Water - Paint - ID cards - Teacher trainings - Graduation - Equipment - Recognition - PPA - Tax Wage

Table 5 shows the amount and percentages of total MOOE expenses by item of expenditure in SY 2017-2018.

Results revealed that the school spent the highest amount on electricity. It was followed by the telephone/internet bill. Repairs and supplies got 11% of the MOOE fund. It was followed by expenses on test papers, which obtained 10 % of the fund. The percent of expenditure on this item went higher by 4% than previous SY, because it was paid solely using the MOOE fund. The amount of expenditures on various items, such as ID cards, equipment, teacher trainings, and graduation expenses, decreased, in comparison with the previous SY; hence, providing opportunities for expenditures on low-cost items, such as PPA, wage and tax. Other recurring expenses, such as utilities, also decreased; however, it might be because the data for SY 2017-2018 did not include the months of April and May.

Trend Analysis

Table 6 shows the amount and percentages of total MOOE expenses by item of expenditure from SY 2015-2016 to SY 2017-2018.

Results showed that the biggest chunk of MOOE funds in the last 3 SYs went to paying utilities (43% in total). Telephone/internet bill garnered the highest expenditure in MOOE; although, its cost had decreased as SYs went. Moreover, this item has generally been paid on a fixed amount in each SY, unlike electricity and water, which varied monthly. One of the reasons for the varying monthly payments is the activities that render the school as venue (e.g. district camping, housing for boy/girl scouts, venue for division seminars); this increased the consumption for electricity and water, although most of the time, the head of event gave some monetary compensation for the use of utilities, which could also be used to capitalize on other items needed by the school. The school MOOE coordinator confirmed,

“usually iba-iba [pertaining to the cost of utilities]. ’Pag tayo ay nagkakaroon ng mga camping, ayan nataas. Nagkakaroon yata ng camp fee [compensation of utilities]... pero di ipinapasak sa MOOE fund. (It [cost of utilities] usually varies. During camping activities, it increases. We are given camp fee [compensation of utilities]... but it was not used to augment the MOOE fund.).” Items such as, ID cards and test papers are undeniably important to pupils. Together, they comprise 15% of the total MOOE fund in the 3 SYs which could have better spent to activities that have direct effect on pupils’ learning, such as PPA and teacher trainings. Cheaper alternatives could have been availed of to reduce the towering costs of ID cards and test papers. Expenses for equipment (6%) vary throughout SYs; in SY 2015-2016, no expense was reported for this item, but in SY 2016-2017, the expenditure catapulted to P 41 613.13, then went down to P 2 980.00 in the following SY.

To make most out of the limited MOOE funds, School X could have evaluated equipment purchases based on the urgency and importance, in which if other SYs did not need the certain equipment, why School X would spend for such in the present SY. Similar with the expenses for equipment was the expenses for repair. From an expense of just P 570.00 in

SY 2015-2016, it went up to a much higher amount of P 41 875.46 in the following SY, then it was decreased to P 23 445.50 in SY 2017-2018. Repair expenses should have also been evaluated as this item can be funded by the division and the local government themselves.

The school MOOE coordinator confirmed, “sa simula ng School Year, tsine-check up yan [school buildings and facilities], tapos bina-budget-an...although kasamapa siya [repairs] sa MOOE kasi halimbawa after na-check-up, ‘di pa siya for repair eh in the middle of the year o end of the year ay pang repair na siya o, sa MOOE na kukunin, kasi ‘di na siya reported. Hindi na siya [need for repair] nakita ng kung sino mang nagbisita. Hindi ganon kalaki ang nagagamit ng school [sa repairs] sa MOOE budget (in the beginning of the School Year, those [the buildings and facilities] were checked, then funds were allotted.. .although it [repairs] was still included in the MOOE, like for instance, after checking, it [building/facilities] was initially found as not yet fit for repair, then in the middle of the year or end of the year, repair was needed, it will be charged against the MOOE. It was not seen by the person in-charge of checking. The school do not spend much [on repairs] using the MOOE.).” To add, expenditures for this item should have been for the facility damages that have not been foreseen through planning by the beginning of the school year (e.g. damages due to natural disasters). Office supplies (9%) were one of the indispensable items in the budget. When asked about what comprised the supplies, the MOOE coordinator of School X answered, “Yung mga bond papers ginagamit ng teacher, ginagamit ng principal sa mga reports.yung mga folder, mga ink.’yan ay kasama kasi sa mga school supply. Mahal kasi ang ink.folders, envelopes, pencils... (The bond papers used by the teachers and by the principal.. .folders, bottles of ink.. .those were included in the office supplies.

Ink.. .folders, envelopes, pencils were expensive.).” Funding for teacher trainings across SYs was low (4%), which also happened to be similar with the findings of World Bank (2016).

The pattern for the 3-year MOOE expenses also showed one-time expenditures made by the school, namely: PPAs, tax, Grade 5 LMs, and clinic supply. The tax for the donated school land, and the clinic supply, could have been shouldered by the canteen through its 35% share in school operations fund, and 5% share in school clinic fund. The Grade 5 LMs should have not been charged against the MOOE funds, as it was not included in the provisions of DO no. 13, s. 2016.

The trend in MOOE utilization did not conform to the findings of World Bank (2016) through PETS-QSDS. According to the report, the most part (30%) of school MOOE in the Philippines goes to office supplies, and it was followed by repair (25%). In the MOOE report of School X, only 7% goes to school supplies, and 9% for the repairs. Huge difference was also observed on the allocation for utilities. In School X, almost half (43%) went to utilities, in contrast to around 10% in public elementary schools in the country. Printing and copying were comparable to the expenses for the test papers (each got 9%). Despite the low allocation in the funding, percentage allotment in teacher trainings in School X is still higher at 4%, than the national average of 2% (World Bank, 2016). Equipment expenses in School X were higher (6%), unlike in the Philippines schools, with the average of 1%.

Budget Plan

Table 7 shows the projected MOOE allocation of School X in SY 2018-2019.

Table 8 shows the proposed budget plan of MOOE utilization for the SY 2018-2019.

The table above shows the proposed budget plan for the next SY. Percent allocation for the utilities was maintained. More allocation was given to high-impact activities, such as teacher trainings, CI meetings/LAC sessions, and PPA. Budget for paint, repairs and equipment were lessened. Payments for high-value items, such as ID cards and test papers, were as much as possible, paid at once. The graduation and recognition expenses were planned to be paid in 2 months because of its high cost; although most of the portion were paid during the 1st month. Allocation for supplies was set at 10% each month, in support of the materials needed for PPA, CI meetings, and LAC sessions.

Conclusions

The expenses for each month in the last 3 SYs varied. There were months when the budget was rigid, and months when other items can be freely purchased. Though at certain times, the school head could not put as much items within the given budget, other sources of funds can be used to cover or augment the costs of such. More than half of the MOOE went to items that were critical to the day-to-day operations of the school; hence, leaving the school head with limited discretionary funds. Items, which had high impact to student learning and achievement, were often neglected in the budget, in place of less critical items, such as ID cards and equipment. There were also months when repairs and equipment got high portion of the fund. Frequent expenditures in repairs in equipment must be assessed if it resulted from poor planning and/or poor needs assessment at the beginning of the school year.

Recommendations

It is recommended to expand the trend analysis of MOOE utilization in different public schools, to compare the expenditures made by different schools, and to find patterns in their use of funds, to aid in strategic financial management. It is also proposed that school heads should look into allotting more budget to high impact items, such as teacher trainings and PPA. High allocation on repairs and equipment could also be kept to the minimum through proper planning, evaluation, reporting and follow up to the proper authorities (e.g. municipal engineer). Moreover, it is suggested that school heads plan the utilization of MOOE with the support of other funding sources, such as canteen fund, donations, School- based Feeding Program (SBFP) fund, Specials Education Fund (SEF) and similar financial sources.

Department of Education (DepEd). (2017). Maintenance and Other Operating Expenses. http://www.deped.gov.ph/infographics/mooe DepEd Order [DO] no. 13, s. 2016. Implementing guidelines on the direct release and use of Maintenance and Other Operating Expenses (MOOE) allocations of schools, including other funds managed by schools. Retrieved from http://www.deped.gov.ph/sites/default/files/order/ 2016/DO_s2016_13.pdf DepEd 4-A Regional Memorandum no. 665, s, 2017. 2016 Performance-based Bonus of schools: School level 1.3 elementary and secondary. Retrieved from http://depedcalabarzon.ph/wp-content/uploads/2017/11/Regional- Memorandum-No.-665-S.-2017.pdf Kirby, J. (2018). How to plan your school budget to save money and add value. Retrieved from https://www.theaccessgroup.com/blog/how-to-plan-your-school-budget- to-save-money-and-add-value/

Philippine Business for Education & Araullo University. (2013). DepEd’s budget process requires more fine-tuning. Retrieved from https://www.rappler.com/move- ph/issues/budget-watch/23435-deped-budget-process-requires-fine-tuning Philippine Information Agency. (2017). DepEd reminds schools to maximize utilization of MOOE. Retrieved from http://pia.gov.ph/news/articles/1002712 Rey, A. (2018). What's the share of gov't offices in the 2018 P3.8-Tnational budget?

Retrieved from https://www.rappler.com/move-ph/issues/budget- watch/191632-government-office-2018-national-budget-overview Wha, L. J. (2014). Why we must invest more in education. Retrieved from https://www.weforum.org/agenda/2014/09/invest-in-education-income- inequality/

World Bank. (2016). Assessing basic education service delivery in the Philippines: The Philippines public education expenditure tracking and quantitative service delivery study. Retrieved from http://documents.worldbank.org/curated/en/507531468325807323/pdf/AUS67 99-REVISED-PH-PETS-QSDS-Final-Report.pdf

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DISBURSEMENT AND UTILIZATION OF MAINTENANCE AND OTHER OPERATING EXPENSES (MOOE)PRACTICES OF SELECTED SCHOOLS IN THE DIVISION OF PALAWAN, PHILIPPINES

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This study aimed to correlate the disbursement and utilization of Maintenance and Other Operating Expenses (MOOE’s) among the administrators in selected schools in the Division of Palawan. The descriptive correlational and comparative research design was employed to compare the difference on the observation between teachers and administrators, the perception and observation of the teachers and school administrators on the practices of school administrators in utilizing and disbursing MOOE funds, and the relationship of the observations to the administrator’s practices.Data were obtained through the use of self-formulated survey questionnaires. Frequency, percentage, mean, Spearman Rho and Cramer’s V were applied in the treatment of raw data.Result of the study as to the practices of the School Administrators in disbursing and utilizing the MOOE funds of the school as observed by the teachers all indicators were rated with much extent except for the indicator related to learner’s development stating that fund is provided to finance the graduation rites which was rated with very much extent. There is no significant difference on the observation of the teachers and the practices of administrators in disbursing and utilizing the MOOE funds of the school when grouped according to age, sex, civil status, highest degree obtained, and number of years of experience. There is no significant difference on the observation of the teachers over the actual practice of the School Administrators in disbursing and utilizing the MOOE Fund. 

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Top 15 Best International Schools in Moscow, Russia

• By Juliet Ryder
• Posted 18 January, 2022

Moscow International Schools

There are over 20 international schools in Moscow   and the surrounding area, with 11  British schools , 3  IB schools in Moscow  and 2  American schools .  Most are English speaking and some are bi and multi-lingual. Read on to find out what the areas of Moscow are like and how they relate to some of the best Moscow international schools.

Life in Moscow

Moscow is the capital of Russia and the largest city in Europe by area.  It is also one of the most populous cities in the world with an estimated current population of more than 15 million within the city limits and 25 million within its metropolitan area. According to the 2019 Forbes List, Moscow is home to more billionaires than anywhere else in the world apart from New York and Hong Kong.  Moscow has a rich cultural history and is well known for its unique and beautiful architecture, art, classical music and ballet.  The city is easy to get around on foot or by public transport, although the metro gets very crowded during rush hour.  The roads are very busy with frequent traffic jams.  In recent years Moscow has become a real culinary capital with plenty of excellent restaurants coffee shops.  It is a common misconception that Russians are unfriendly.  In Russian culture it is unusual to smile at strangers.  Most Russians are warm, sincere and honest and will give you a genuine smile once they get to know you.    

Central Moscow

The prestigious district of Arbat is centrally located in the western part of the city and home to a number of embassies.  It is a popular area rich in beautiful architecture and luxurious apartments. 

The central, convenient and lively Tverskaya Street in the north westerly part of the city leads directly to Red Square and the Kremlin.  There are, however, some quieter side streets, like Kamergersky Lane, with beautiful housing and an abundance of restaurants and cafés.

Patriarshiye Prudy

To the southern side of Tverskaya Street is the popular family area of Patriarshiye Prudy (Patriarch’s Ponds).  This is a calm and quiet neighbourhood around a beautiful city park.

Basmanny District

To the east of the city centre is the Basmanny District, a clean, green neighbourhood considered to be a calm oasis in the heart of the city.  This area is home to Chistye prudy (Clean Ponds), a popular park with paddle boats to rent in the Summer or ice skates in the Winter.

Tretyakov Gallery

Situated in the southern part of the city, the Tretyakov Gallery area is lively with plenty of upmarket bars and coffee shops.  There are some quieter neighbourhoods off the main streets of Pyatnitskaya and Ordynka.

Outside the Garden Ring

Fruzenskaya area.

To the south west of the city, just outside the Garden Ring, is the Fruzenskaya embankment.  This area is very leafy and green overlooking the Moscow River and Gorky Park.  This area is popular with families but apartments are often quite small and expensive. 

Leningradsky Prospekt

Leningradsky Prospekt is a busy avenue to the north west of the city that connects with the top of Tverskaya Street at its southern end.  This quirky, bohemian area, famous for its Artist’s Village (Sokol area), is leafy and green with some remaining dachas (Russian country cottages).

Outer areas of Moscow

Botanical garden district.

Around 10 km to the north of the centre is the green district of Moscow’s Botanical Gardens, one of the largest in Europe, is a great place which boasts a valuable collection of rare plants while providing visitors with the opportunity to plunge into the world of nature without having to leave the city. It is also home to one of the most visited and favorite places of rest and entertainment for guests and residents of the capital - VDNHa -  the Park, Exhibition and Cultural Complex .

Pokrovsky Hills

Around 15 km to the north west of the city centre is Pokrovsky Hills, an exclusive gated, residential community with family housing situated in a hilly, wooded area adjacent to the   several international schools .  

Another 5 km further to the north west of the city centre is Rosinka.  This luxurious, gated international community of individual family homes is spread over 134 acres with facilities including a private lake with its own beach, a woodland nature reserve, playgrounds and a leisure centre with sports facilities, conference facilities and a restaurant. 

Serebryany Bor 

Just under 20 km to the west of the city is the ecological forest park island of Serebryany Bor.  In addition to the protected ancient woodland this area has clean beaches, a watersports complex, marinas and stables. This area also has spacious, family housing .

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Before the ranking, check out our Featured Best Schools in Moscow:

Cambridge International School, Skolkovo Campus

Ages 3 to 18

Curriculum English, Russian

Primary Language English

Where Moscow international schools are distributed (view our List of International Schools in Moscow to see a live map):

Best International Schools in Moscow - Rankings

Note: our rankings are based on parent, pupil and teacher reviews. If you think your Moscow school should be in the top 15, get reviewing - we want to hear from real people with real experiences at schools so parents, teachers and pupils get the real story when they research their next school. You can find your school in the full List of International Schools in Moscow , or search by name here .

If you prefer, you can filter by age, curriculum and language on the Moscow school list.

The International School of Moscow, Rosinka 

Primary language, max class size.

The International School of Moscow (ISM) Rosinka offers a contemporary English international education to students aged from 2 to 11. Established in 2007, the School has a student body of over 1000 and boasts more than 60 nationalities. ISM Rosinka welcomes students aged 2-11. It is located inside Rosinka’s gated territory and is a unique, all through safe, family friendly community school that offers an exceptional outdoor programme. The school is a member of Nord Anglia Education, a growing network of 69 schools established across the globe, and collaborates with world-leading organisations, including the Juilliard School, MIT (Massachusetts Institute of Technology) and UNICEF. Please feel free to watch our promotional video to learn more about Rosinka: https://youtu.be/K7l2cUXb6Ys ISM Rosinka: +7 (499) 922 44 05 [email protected]

Hinkson Christian Academy 

Hinkson Christian Academy (HCA) is an English language elementary and secondary school located in Moscow, Russia. For over 20 years, Hinkson has served the needs of expat and local families who desire their children to receive a quality English-language education that is informed by a Christian worldview, and values Christian character principles. Hinkson Christian Academy is a member of the Association of Christian Schools International, whose accreditation is recognized worldwide.

Britannia School 

Britannia School Moscow is a traditional British Nursery and Primary school that teaches students from the age of 1,5 years old to 7 years old. We follow the British Early Years Foundation stage (EYFS) and the English national curriculum. All lessons at Britannia School are taught in English by experienced native-speaking British teachers. Our school offers additional after school clubs, weekend English classes and summer camp to both internal and external students. Every year Britannia School Moscow graduates successfully enter international schools in Moscow and overseas.

Embassy of India School 

Embassy of India School (KV) Moscow is a vibrant educational institution in Moscow catering to the educational needs of the wards of the Embassy of India personnel and community of Indian origin. The main objective of the School is to impart quality education of an international standard, together with developing the holistic personality of the child, to face the challenging needs of the ever changing society. Established in the year 1987, today the school has a strength of a little over 350 students with classes I to XII and has Science and Commerce streams. The school is affiliated to the Central Board of Secondary Education (C.B.S.E), New Delhi and follows the curriculum framed by NCERT, New Delhi, India.

English International School Moscow 

English International School Moscow offers a warm and welcoming setting, in which students can develop a love of learning and parents are an integral part of our school community. We encourage regular communication with parents as we believe that working in partnership is the key to a successful outcome. 

The International School of Moscow, Krylatskoe Campus 

English, iGCSE, A-Level

The International School of Moscow (ISM) is a leading international school in the region, with a strong academic track record. ISM welcomes students aged 2-18 and offers unique Secondary and Sixth Form opportunities due to the large international student body and a wide variety of (I) GCSE and A level subjects. The school is a member of Nord Anglia Education, a growing network of 77 schools established across the globe, and collaborates with world-leading organisations, including the Juilliard School, MIT (Massachusetts Institute of Technology) and UNICEF. Our school VISION is to: - Provide an education that is friendly, engaging, vibrant and inspiring, nurturing students’ potential and maximising their achievement. - Provide an individually-tailored approach for every child through a warm and caring pastoral care programme. - Develop the skills and mindset needed for students to thrive in an ever-changing world, whilst delivering traditional British values in an international context and engaging learning environments. Our MISSION is that every pupil: - Loves coming to school, has a passion for learning and achieves more than they ever thought possible. - Is educated for the future and is able to achieve truly outstanding academic results on a pathway to the world’s top universities. - Upholds the values of honesty, tolerance, integrity and respect for others. ISM currently has two campuses in Moscow: 1) The Krylatskoe Campus 2) The Rosinka Campus To learn more about ISM , please visit our website or contact us: +7 (499) 922 44 00 [email protected]

International School of Tomorrow 

International School of Tomorrow Moscow was started in 1992 to cater to the academic needs of the diplomatic community. Today the School offers its services to both Russian and International students providing the best university-bound education. From the very beginning the School has adhered to the principle of ensuring quality in all aspects - academics, spiritual growth, and character building. During the last 13 years of its existence, the International School of Tomorrow has proved its merit and has become an Embassy school for the international community of 30 countries. Today International School of Tomorrow graduates study all around the world. The diploma issued by the School became a recognizable trademark in more than 500 Universities including the USA and Britain.

British International School Moscow 

At the British International School Moscow (BIS), we welcome and educate students from around the world. We help facilitate new families settling into Moscow and are aware that parents who relocate need to be reassured that their children are educated and develop in a safe and secure environment. As such, we have a proud history of providing ‘excellence in education’ to the pupils and parents we serve.

Heritage International School 

Russian,English

Heritage International School offers a supportive international environment and world-class education and care for children from 2 years old in Moscow. The education is based on the British curriculum with lessons conducted in English by highly qualified international teachers. The school is located near the center of Moscow, by the Yauza River embankment and Sokolniki Park. The new modern building is equipped with the finest learning materials and specialised European furniture. The school founders are known for their successful experience in developing and managing a network of Cambridge international schools in Russia and abroad.

Deutsche Schule Moskau 

Deutsche Schule Moskau (DSM) , is the school of the German Embassy in Moscow and one of 140 German schools abroad. DSM is aware of its guest role in Russia. The teaching of the common history of the two countries is a subject of learning at school. We promote contact and exchange with the city of Moscow and the entire country.  The support of the children in their development to social and self-responsible action is a central task of our school. Social skills are an important educational goal. This area of competence includes in particular the assumption of responsibility and conflict resolution capability. In addition to the technical and methodological skills, social skills are always promoted in all projects of Deutsche Schule Moskau.

Moscow Economic School 

Moscow Economic School (MES) , is a private, non-governmental, IB World School. Founded as a result of democratic changes in our country, MES was the first and has grown into one of the largest private, non-governmental schools in Russia. Today, we have 600 students, boys and girls from the ages of 3 to 18 years old with over 300 employees. MES is striving to be a bilingual school. Russian is the primary language of instruction in the Primary and Middle Years Programs, but English is beginning to be used as an instructive language in their core subjects beginning in the 1st grade. By the time our students begin the Diploma Program, all of their lessons are taught in English.

Scuola Italiana Italo Calvino 

Scuola Italiana Italo Calvino was Founded in 1973 for Italians living in Moscow and today the school is also open for children of other nationalities who want to join one of the richest European cultures. One of the priority tasks of the school is to disseminate the Italian language and cultural traditions of Italy in Russia. All classes are held in Italian. The certification is recognized by all schools of the European Union.

Brookes Moscow International IB School 

Brookes Moscow International School is a member of the Brookes Education Group (BEG), a global family of IB schools with seven campuses around the world, including major ones in Cambridge (founded in 1982), Vancouver and Seoul. The 800-pupil capacity Brookes Moscow site welcomes local and international students from age 2 to 18 to its campus and offers the chance to study for the International Baccalaureate (IB) programme. Students also have access to BEG’s family of schools and the opportunity to study abroad. Highest academic standards and enquiry-based learning.

The English School of Science and Technology 

International English School of Science & Technology (ESS)  is a co-educational independent school that offers students from diverse backgrounds the best of English national education. The school is firmly based on the academic standards found in a typical, high-quality British independent school.  ESS is a rigorous international university preparatory school specializing in STEM (Science, Technology, Engineering and Mathematics). English School of Science & Technology is small enough to provide a caring, respectful atmosphere whilst promoting the highest academic achievement. The warm and welcoming school community makes it an ideal place to receive a quality education with a diploma valid for the best Universities around the world.

Other International Schools in Moscow

There are 8 other international schools in Moscow that didn't make it into our Top 15, either because they didn't have enough reviews or its review rating was too low. If your school is one of those and you think it should make the Top 15, make sure you add your review and tell your story via the school links below.

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• 110 Baker St. Moscow, ID 83843
• 208.882.1226

A Classical & Christ-Centered Education

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THE INTERNATIONAL SCHOOL of moscow (ism)

An outstanding british education.

achieving at the highest level

Your child will flourish at the International School of Moscow (ISM), where a careful balance of British academic rigour, one-of-a-kind learning experiences, and personalised support inspire success. We are proud to be one of the top international schools in Russia, offering the English National Curriculum from Pre-Nursery all the way through to 18. This includes (I)GCSEs and A-Levels, which set the standard for international education, and are respected by universities and employers across the world.

Following these curriculum pathways – which are brought to life by world-class, UK qualified teachers – sees our students achieve impressive results, including a 100% pass rate at (I)GCSE and A-Level. This takes them to first-choice, top 100 universities in the UK, Europe, the US, and Asia.

enabling your child to flourish

At ISM, we work tirelessly to ensure every student fulfils their potential. At each stage of their learning journey, your child will receive the right balance of challenge and support, tailored to their needs and goals. This includes the opportunity to join our Most Able and Talented (MAT) Programme, which accelerates our most gifted students’ progress.

From the Early Years Foundation Stage through to IGCSEs and A-levels, all our students follow the world-renowned English National Curriculum. We’re the only school in Moscow to offer this rigorous British education from 2 to 18, which we carefully adapt to our international context. Used by more than 30,000 schools worldwide, the curriculum is also globally respected by the best universities.

Our personalised approach to learning – which also includes expert pastoral and wellbeing support – sees our students get excellent results. Every year, they achieve IGCSE and A-level grades far higher than the UK national average. This hard-earned success takes our graduates to the very best universities in the UK, Europe, North America, and Asia, including Oxford, Cambridge, UCLA, and Imperial College London.

Every day at ISM is packed with exciting opportunities to learn. Our supportive and enabling community is the perfect place to try new things, too.

From Year 4, your child will go on residential trips that build their confidence and independence, encourage teamwork, and take them out of their comfort zone. We also offer a rich programme of educational and cultural visits around Moscow. Each activity is carefully planned to broaden perspectives and add a real-world dimension to your child’s learning.

Our cutting-edge STEAM programme, which is delivered in collaboration with the world-renowned Massachusetts Institute of Technology (MIT), opens our students’ eyes to the marvels of science, technology, engineering, art, and maths. Channelling their curiosity, creativity, and critical thinking skills, your child will work with friends to solve practical problems set by MIT professors.

We also run more than 50 extra-curricular clubs. These include a plethora of sporting activities, including kayaking and mountain biking in the beautiful natural spaces of our Rosinka Campus to journalism, drama, and cyber discovery. And on our fantastic instrumental programme, your child will pursue their passion for music, learning from the very best teachers and achieving outstanding exam success.

We’ll make sure your child is safe and supported in everything they do. Our expert pastoral care team, which includes a psychologist, counsellor, and safeguarding team, actively keep an eye on every student’s health and wellbeing. In a recent survey, 95% of our parents said their child felt safe at school.

Your child will love learning at ISM, where the very best British and international teachers will energise, enthuse, and engage them every day. Our parents strongly agree: 90% say their child has an excellent relationship with and is motivated by our exceptional educators.

Being part of the Nord Anglia family enables us to attract and retain the most talented people, who have an in-depth knowledge of the English National Curriculum. All our teachers hold UK qualified status or equivalent, and many have a Master’s degree or PhD, too. Importantly, all our Primary and core subject teachers are native English-speakers, something that’s unique among schools in Moscow.

With a teacher-student ratio of one to eight, your child will receive the personalised care and attention they need to flourish. Our teachers will get to know their learning needs and preferences, as well as their passions, strengths, and ambitions for the future. This includes nurturing their personal growth, as well as making sure they achieve academically.

Our teaching standards are second to none, which is thanks to the breadth of training and continuing professional development opportunities we offer. On the award-winning Nord Anglia University platform, for example, our teachers study for hundreds of courses and share pedagogical practise that keeps them at the forefront of global educational trends. We also support their career aspirations by offering a Master’s in International Education and senior leadership programmes.

At ISM, we challenge our children to consider how they can make the world a better place.

Globally, our students drive change through our collaboration with UNICEF. Your child will learn about urgent international issues – like the UN Global Goals and Rights of the Child – and work on inspiring solutions through UNICEF’s Global Challenge programme. At our Model United Nations club, students collaborate with friends, learn to research, reason, and communicate effectively, and open their minds to different perspectives.

In school, our Primary and Secondary Student Councils – supported by our House captains, Head Boy and Girl, and Eco Committee – represent their peers and choose causes and issues to promote. This includes fundraising for local charities, improving our House merit system, and reducing the amount of plastic we use.

We encourage our older students to take part in The Duke of Edinburgh’s International Award, too. By immersing themselves in experiences that build confidence, resilience, and independence, our students learn new skills and give back to the community.

Our commitment to personal, social and health education (PSHE) fosters the knowledge and attributes our students need to thrive as individuals, family members, and part of society. This ensures they develop a strong moral compass and belief system.

Everyone’s welcome at ISM. Our multicultural community of students, families, teachers, and alumni make our school a supportive, nurturing place to be, where both you and your child will flourish.

We work hard to build strong relationships with you, our parents. Our New Parent Programme – supported by our parent reps and admissions ambassadors – will help you settle into school, as well as life in our magnificent city. You’ll also be invited to regular coffee mornings, student art exhibitions, concerts, and sports competitions. And through our Parent Academy workshops – which cover topics like teaching techniques, assessment methods, and wellbeing themes – you’ll benefit from insights from staff and Nord Anglia specialists.

Every ISM student is a member of one of our four Houses: Romans, Saxons, Vikings, and Normans. Forging a strong sense of identity across the age groups, our Houses take part in sporting and academic competitions, and provide a robust support system.

We’re incredibly proud of our British culture and heritage, too. From our uniform to our curriculum, we seek to instil strong values and develop intelligent, respectful, academically minded students ready to create their own future.

ISM is a tightknit learning community with two state-of-the-art campuses to the west of Moscow city: Rosinka, in a vibrant residential community and Krylatskoe, in the heart of a protected national park. Both are safe gated environments, with 24/7 security.

At both campuses, specialist sports, creative, and STEAM spaces transform how and what our students learn. Our campuses are home to the latest equipment and technology, too, ensuring your child benefits from a 21st century learning experience.

Rosinka Campus

Rosinka is truly unique: it is the only place in Moscow where students can cycle, climb, kayak, and walk within a forested area, all without leaving our gated community. Our Early Years Foundation Stage (EYFS) Building has been thoughtfully designed to nurture our youngest learners’ growth through exploration and play. Alongside bright classrooms, colourful play areas, and a Tinker Room, we are home to one of the only Forest Schools in Russia.

Packed with spaces that spark our children’s curiosity and creativity, our Primary Building plays host to exhilarating learning experiences. It has an open-plan library, an indoor gym, dedicated spaces to learn music, and classrooms packed with interactive technology, including iPads and MacBooks.

Krylatskoe Campus

Easy to reach from Moscow’s city centre, Krylatskoe is situated on the site of the former Olympic Park, which is now a protected area.

Our EYFS and younger Primary (Years 1-4) children learn and discover on our Lower Campus. Here, dynamic, interactive classrooms – as well as specialist music and language spaces – flow into bright outdoor areas, including a garden and allotment, which provide calming areas to connect with nature.

A five-minute walk away, our Upper Campus is home to our older Primary (Years 5-6) and Secondary students. Specialist subjects come to life in well-equipped science labs, art studios, and tech-enriched classrooms, while spacious indoor sports facilities, two all-weather pitches, and an outdoor climbing wall give every child the chance to get active.

JOIN OUR SUPPORTIVE SCHOOL COMMUNITY

• Get in touch with us today – fill in our online enquiry form.
• Come and see our campuses in person – or book a virtual meeting.
• Send us your application.
• We will invite you and your child to an informal family interview.
• If everyone is happy, we will offer your child a place.

How to Build Confidence

Research shows that confident students are more likely to succeed academically.   In fact, several science-backed studies cite self-confidence as the number one predictor of academic achievement. Researchers found that students with greater confidence were more willing to learn and challenge themselves. They were also more motivated, resilient, and capable of dealing with adversity. 

At the International School of Moscow (ISM), our job is to build and nurture positive self-esteem in children. But what is confidence? And how does it affect academic performance? 

A Level Results 2024 - Outstanding Achievement

Childhood in the Outdoors

British excellence, tailored to your child.

Our carefully constructed British academic programme – combined with the highest levels of personalised support – will lay the foundations for your child’s success, whatever they choose to do or be in life.

Want to hear from us?

By joining our mailing list, we can keep you up to date with any future newsletters, events and announcements from our family of 80+ premium schools.

Krylatskoe Campus:  + 7 (499) 922 44 00 Rosinka Campus: + 7 (499) 922 44 05  

Admissions:   [email protected]

Krylatskoe Campus Krylatskaya Ulitsa 12 Krylatskoe Moscow 121552 Rosinka Campus Building 41 IRC Rosinka Krasnogorsky region Moscow rural 143442

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