basic education sector (b est) plan–finalbestprogram.ph/files/best-annual-plan-1.pdftransferred,...

BEST First Annual Plan

Prepared for DFAT Page i

BasicEducationSectorTransformation(BEST)ProgramFirst AnnualPlan – Final

Prepared for DFATJanuary 2015


Prepared for DFAT Page ii

Preferred citation: Cardno (2015), Basic Education Sector Transformation (BEST) Program FirstAnnual Plan, Cardno Emerging Markets, Manila, Philippines.

For further information about this plan, please contact:

Team Leader / Lead Education SpecialistCardno Emerging MarketsBEST ProgramC / - 29th Floor, Joy Nostalg Center, Oakwood Premier,Room 2922, 17 ADB Avenue, Ortigas Complex,Pasig City 8000PhilippinesPh. +639985379796Email: [email protected]

January 2015

© Cardno 2014. Copyright in the whole and every part of this document belongs to Cardno and may not be used, sold,transferred, copied or reproduced in whole or in part in any manner or form or in or on any media to any person other than byagreement with Cardno.

This document is produced by Cardno solely for the benefit and use by the client in accordance with the terms of theengagement. Cardno does not and shall not assume any responsibility or liability whatsoever to any third party arising out ofany use or reliance by any third party on the content of this document.


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Acronyms

ACTRC Assessment Curriculum and Technology Research Centre

ADD Activity Design Document

ADM Alternative Delivery Modes

ALIVE Arabic Language and Islamic Values Education

ALS Alternative Learning Systems

AUD Australian Dollar

BALS Bureau of Alternative Learning System

BEAM Bureau Education Assistance Mindanao

BEE Bureau of Elementary Education

BESMEF Basic Education Sector Monitoring and Evaluation Framework

BESRA Basic Education Sector Reform Agenda

BEST Basic Education Sector Transformation

BSE Bureau of Secondary Education

CHED Commission of Higher Education

CLMD Curriculum Learning and Management Division

CO Central Office

CSO Civil Society Organization

CSR Cohort Survival Rate

CTSDEDP

Credit Transfer SchemeDivision Education Development Plan

DepED Department of Education

DFAT Department of Foreign Affairs and Trade

DMEPA Division Monitoring, Evaluation and Plan Adjustment

D-NCBTS Developmental – National Competency-based Teacher Standards

DO Division Office

DSS Decision Support System

EBEIS Enhanced Basic Education Information System

EDPITAF Educational Development Projects Implementation Task Force

EFA Education For All

EGMA Early Grade Mathematics Assessment

EGRA Early Grade Reading Assessment

EMIS Education Management Information System

ES Elementary School

EoPOs End-of-Program Outcomes

FC Facilitating Contractor

GAD Gender and Development


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GER General Enrolment Rate

GoP Government of the Philippines

GoA Government of Australia

IE Inclusive Education

IGP Income Generating Project

IMCS Instructional Materials Council Secretariat

IP Indigenous Peoples

IPOIPEd

Indigenous Peoples OrganizationIndigenous Peoples Education

IS Integrated School

IT Information Technology

K-12 Kindergarten to Grade 12

KPI Key Performance Indicator

LACS Learning Action Cells

LEAP Local Educators Advancement Program

LIS Learners Information System

LGU Local Government Unit

LRMDS Learning Resource Management and Development System

ManCom Management Committee

MDG Millennium Development Goals

MES Monitoring and Evaluation System

MOA Memorandum of Agreement

MOU Memorandum of Understanding

MSA Memorandum of Subsidiary Agreement

MTB-MLE Mother Tongue Based – Multilingual Education

M&E Monitoring and Evaluation

NEAP National Educators Academy of the Philippines

NEDA National Economic Development Authority

NER Net Enrolment Rate

NETRC National Education Testing and Research Centre

NGO Non-government Organization

OBE Outcomes Based Education

OME Office of Madrasah Education

OPS Office of the Planning Service

PAC Program Advisory Committee

PAHRODF Philippines Australia Human Resource and Organisational DevelopmentFacility

PBEd Philippine Business for Education

PBOPBSP

Private Business OrganisationsPhilippine Business for Social Progress


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PDD Program Design Document

PDED Project Development and Evaluation Division

Phil-IRI Philippine- Informal Reading Inventory

PMC Program Management Committee

PMIS Program Management Information System

PMO Project Management Office

PPA Programs, Projects and Activities

PPD Planning and Programming Division

PPP Public-Private Partnership

PRIME Philippine Response to Indigenous Peoples and Muslim Education

ProgCom Program Committee

PSC Program Steering Committee

PSCO Program Support and Coordinating Office

PTDNS Pre-service Teacher Development Needs Study

QA Quality Assurance

RatPlan Rationalization Plan

RDC Regional Development Council

REDP Regional Education Development Plan

RExeCom Regional Executive Committee

RCTQ Research Centre for Teacher Quality

RLC Regional Literacy Council

RM Regional Memo

RO Regional Office

RSD Research and Statistics Division

RSDC Regional Social Development Committee

SBM School-based Management

SIMs Self-Instructional Materials

SIP School Improvement Plan

SLATES Strengthening Leadership and Teaching Excellence Skills

SPED Special Education

SReA School Readiness Assessment

SWANs Students With Additional Needs

SY School Year

TA Technical Assistance

TEC Teacher Education Council

TEI Teacher Education Institute

ToC Theory of Change

TWG Technical Working Group

USec Undersecretary

WFP Work and Financial Plan


Cardno Emerging Markets > Shaping the future BEST Annual Plan 2015e >

Table of Contents1 Introduction ...............................................................72 BEST – a Description ................................................92.1 Goals, Outcomes and the Theory of Change ........................92.2 Component Description and Objectives ............................. 102.3 Capacity Building and Sustainability................................... 11

3 The Operating Environment ...................................123.1 General Review .................................................................. 123.2 Potential Implications for BEST .......................................... 13

4 The Annual Work Plan ............................................134.1 Overview ............................................................................. 134.2 General Approach............................................................... 144.3 Component 1: Improving Teaching and Learning .............. 154.4 Component 2: Strengthening Systems............................... 29

5 Technical Specialists and Assistants ....................366 Program Management and Support .......................376.1 DepED ................................................................................ 376.2 DFAT................................................................................... 376.3 Program Steering Committee (PSC) .................................. 376.4 Program Management Committee (PMC) .......................... 396.5 Implementation Group (IG) ................................................. 406.6 Program Support and Coordinating Office (PSCO)............ 416.7 Role of the Facilitating Contractor ...................................... 426.8 Implementing Partners........................................................ 426.9 Cross-Cutting Themes........................................................ 42

7 Approaches to Implementing AustralianGovernment Policies in BEST ................................44

7.1 Central and Regional Offices.............................................. 467.2 Supporting the BEST Program ........................................... 467.3 Web-Based Resource......................................................... 467.4 Grant Management............................................................. 477.5 Quality Management........................................................... 477.6 Overall Management Support & Program Personnel ......... 47

8 Unified Monitoring and Evaluation.........................498.1 Monitoring and Evaluation and the Theory of Change ....... 498.2 Activity Monitoring and Evaluation...................................... 508.3 Building System Capacity ................................................... 51

9 Indicative Budget 2014 – June 2015.......................5210 Risk Management Matrix ........................................55Annex 1: Theory of ChangeAnnex 2: Implementing PartnersAnnex 3: Risk Management Matrix


1 Introduction

This is the first Annual Plan for the Basic Education Sector Transformation Program (BEST) thatcommenced in the Philippines in 2013 and will move into its first full implementation phase fromDecember 2014. This was prepared by the Facilitating Contractor on behalf of and with the guidance ofthe implementing partners.

BEST is a partnership between the governments of Australia and the Philippines, supported by afacilitating contractor and a number of implementing partners involving both national and internationalorganisations. With approximately AU$150 million funding from Australia and approximatelyAU$24million equivalent in funding from the Government of the Philippines, BEST covers a period of sixyears from July 2013 – June 2019. Classroom construction activities delivered in partnership with thePhilippine Business for Social Progress started in August 2013 in compliance with the NationalEconomic Development Authority Board’s recommendation to start immediately upon approval of BESTin June 2013. The Assessment, Curriculum and Technology Research Centre (ACTRC) and ResearchCentre on Teacher Quality (RCTQ) previously established through the Australian Public Sector LinkagesProgram were consolidated into the BEST program. There were delays in the appointment of theFacilitating Contractor with the Australian elections. As an interim measure, the Department of ForeignAffairs and Trade (DFAT) directly contracted advisers to assist DepED implement key activities underBEST, particularly in the area of the Unified Information System and Organisational Development, untilthe Facilitating Contractor came on board in August 2014. The partnership with Philippine Business forEducation was finalised in December 2014.

BEST will contribute to a vision shared by both the Governments of Philippines and Australia that schoolgraduates in target areas are well prepared to participate productively in the workforce or to move intotechnical vocational training and university study. Ultimately, the achievement of this program goal willbe a major step along the pathway towards the goals of the Philippines to improve the quality ofeducation outcomes, more equitable access of all peoples to all levels of education and an educationsystem with improved service delivery through better governance.

BEST comes into being at a time of enormous change for Philippines education focused primarily onthe shift from a 10 year system of basic education to a 13-year system with the inclusion of aKindergarten year and two senior high school years – Years 11 and 12 – bringing the number of yearsof formal schooling in line with international norms. However, the change in the number of years ofschooling has other potentially very challenging aspects such as: how best to meet the capital andresource requirements for new Senior High Schools, the need for new classrooms and more and betterteaching and learning resources; how to meet the demand for new teachers; how to adjust and modifythe school curriculum to ensure appropriate sequencing from year to year; and how to improve andenhance the effective organisation and management of the system. A key supporting activity to enablesystem change will be significant organisational restructuring and development of DepED especially atthe Central level. This is being implemented early in 2015.

In order to meet these broad ranging requirements with implications for all parts of the basic educationsector K–12 as well as for the universities and Teacher Education Institutes (TEI), BEST is structuredaround two key Components – Component 1: Improving Teaching and Learning, and Component 2 –Strengthening Systems. While there are only six specific regions targeted for focused interventionsunder BEST, the reality is that the whole program must recognise and respond to the systemic needsof a very large and complex education system operating across a country of diverse and challenginggeography and culture. The six chosen regions provide an excellent mix of the diversity and challengesfacing the education sector in the Philippines. Included are the National Capital Region with the densely


populated Manila metropolis, and Region X – Northern Mindanao with its strong Muslim population;while other Regions provide a range of large and small island settings with their diverse geography andeconomies. Ideally, initiatives taken and methodologies adopted to meet such regional needs willcontribute to and be part of a broader systems approach with national applicability and significance. Forexample, regional efforts to improve teacher education should have the potential for nationwideapplicability. The Unified Information System, parts of which are already being implemented is beingdesigned to ensure a comprehensive information management system that will support improveddecision-making at all levels – nationally, regionally and locally.

This is a nationwide sector program, however, BEST will not ignore the very specific local needs, forexample those relating to high local drop-out or low achievement schools, and it is expected that manysuch initiatives may be funded through a small grants scheme.

The first Annual Plan that will take the program through until June 2015 contains a number of activitiesthat are in a very early stage of preparation, including those that require the provision of baseline data,prior to final activity planning and implementation. Activities already underway prior to the inception ofBEST and others already approved will move quickly into the next stages of implementation. Otherprospective activities that have been given priority by Technical Working Groups, but have yet to be fullyformulated, are mentioned in the plan as likely to come on stream by mid-2015. Indeed, the Plan at thisstage is very much ‘a work in progress’ and is in many ways the first stage of a rolling plan that will berevisited and revised in preparation for the 2015–2016 Plan, which will need to be approved no laterthan June 2015.

Finally, it must be stressed that this is a plan based on what will be a very close working partnership ledby DepED and other very significant partners within the sector including the Commission of HigherEducation (CHED), ACTRC, RCTQ, Philippine Business for Education and Philippine Business forSocial Progress . While the Plan is delivered under contract by the Facilitating Contractor, all of theactivities have been planned and developed with significant DepED leadership and other partner inputand will be implemented and monitored with the guidance and support of DepED and partners at alllevels.

As the first plan for BEST, this represents a sound platform to build on for future years and addressesmany of the support needs and short-term priorities identified through consultations with central andregional partners. In addition to the implementation of activities during the first six months of 2015,considerable focus will also be on planning to support the longer-term priorities of the basic educationsector and designing appropriate activities to assist DepED and other implementing partners meet theirgoals and objectives.

A key to the overall success of BEST will be a sustained effort to communicate regularly with allstakeholders to ensure our specialist team is delivering support when and where needed. Additionally,the BEST M&E Team will monitor all activities, informing the Program Management Committee (PMC)and Program Steering Committee (PSC) of progress being made as well as areas for improvement,further assisting in the design and implementation of future BEST activities.

Impacting on the preparation of this plan have been several factors including the logistical challengesof bringing the various stakeholders together to provide their input within a relatively short timeframe. Inthis context it has been extremely difficult to assess with any degree of certainty the extent to which theeducation system can absorb so many complex activities within a very short period. The political andeducational imperatives that BEST should move forward as quickly as possible has created additionalpressure to front-load the program in terms of both action and budget. Unfortunately, experience tellsus such diverse programs almost universally take more time than expected to reach full operational


pace and most education systems do not have the absorptive capacity to properly assimilate theinitiatives in a sustainable way. As a consequence, it is likely that a number of adjustments to activitiesand proposed expenditure will have to be made over the course of the next few months. The futureprocess should be more straightforward for the next annual plan to be prepared in May next year for2015 / 2016.

However, it would be remiss if this first Annual Plan did not acknowledge the support, energy andcommitment of all partners, without their willing assistance, much less would have been achieved.

2 BEST – a Description

2.1 Goals, Outcomes and the Theory of ChangeThe BEST program details three Goals for Philippine education:

> Goal 1: Improved quality of education outcomes in the Philippines;

> Goal 2: More equitable access of all people at all levels of education in the Philippines; and

> Goal 3: Improved service delivery through better governance.

These three goals are to be achieved by a series of clearly defined interventions and actions that aredetailed in the Theory of Change (Annex1). The Theory of Change (ToC) not only helps to map out howchange is expected to occur in a given context but it also shows how selected interventions willcontribute to Intermediate Outcomes and ultimately to Program Outcomes1. In this sense it is also aChange Framework.

For example: to achieve the Intermediate Outcome that Teachers are better qualified and capable todeliver the curriculum requires implementation strategies focused on strengthening both the content andpresentation of pre-service and in-service teacher education and the quality and efficiency of its delivery.But to achieve those ends requires a whole set of outputs to be in place including on the pre-serviceside a Teacher Education Institute curriculum and delivery aligned to meet the needs of K–12. Otherrequirements include the development of a Higher Education reform agenda for teacher education anda strengthened capacity of the National Center for Teacher Education and Center of TeachingExcellence to deliver improved teacher education. The mechanism for licensing of new teachers mustbe strengthened.

For in-service it is necessary that a capacity development program for teachers is designed andimplemented and decentralisation of teacher development is supported through a variety of modalitiesincluding distance and online learning. The in-service strategy is further supported by outputs thatstrengthen the capacity of education leadership and management; the development of the K–12 systemand improved quality and better usage of new teaching and learning materials. The importance ofschool-based management is recognised in that it is expected that the system of school-basedmanagement Grants will be improved and those improvements implemented.

The above is not an exhaustive description of all the elements that will be in place to support the qualityof pre-service and in-service education but shows clearly the interactive nature of the change process.The resultant strengthening of pre-service and in-service teacher development through these various

1 BEST Program Design Document, September 2012, p.33


outputs should lead to teachers being better qualified and be better able to deliver the curriculum andthe achievement of the Intermediate Outcome described above.

The ToC was developed after careful problem analysis of the Philippines education sector and its currentstatus and after consideration of lessons learned from the past experience of development partners andtheir work in the Philippines. It recognises that the most effective program outcomes will come, not fromindividual interventions or implementation strategies working in isolation, but from the interactive effectsof the various interventions. How the various outputs and implementation strategies work together toachieve the program outcomes and ultimately the goals is clearly shown in the ToC.

The logic of the ToC or Change Framework has not altered since the ToC was first described in 2012although a number of key outputs have been well advanced through the work of DepED and otherImplementing Partners.

2.2 Component Description and ObjectivesBEST has two main components, supported by sub-components (grouped according to implementationstrategies in the Theory of Change Model – see Annex 1). Component 1: Improved Teaching andLearning has seven sub-components and Component 2: Strengthening Systems has four sub-components. In both main components the sub-components reflect the Implementation Strategiesproposed in the ToC supported in each case by a range of activities providing key outputs that need tobe in place to ensure the optimal benefit of BEST.

Component 1: The seven sub-components represent the many key elements required to ensure theachievement of a range of Intermediate Outcomes and ultimately the Program Outcomes, namely thatchildren have improved mastery of curriculum competencies in English, Mathematics and Science andthat more boys and girls participate and complete a basic education in the target areas. In order toachieve these outcomes seven main strategies are to be employed including the strengthening of bothpre-service and in-service education; improving educational leadership; developing, improving the K–12 curriculum and assessment; developing the use of appropriate teaching and learning materials;building appropriate education facilities; and supporting the needs of children from more difficult contextsto participate in and complete basic education. These elements are the key variables in a systemsapproach to improving access, participation and the quality of education.

Component 2: The four sub-components within Component 2 reflect the key implementation strategiesand are all vital for enabling improved teaching and learning (Component 1) and supporting DepED andother implementing partners to be better able to deliver basic education services that are built on astrengthened capacity for planning and evidence-based decision making and policy formulation; aUnified Information System (UIS) which will support all aspects of BEST and especially the objective ofbuilding a more decentralised system with greater management responsibility, authority andaccountability given to regions, local offices and schools; a more gender responsive and inclusivesystem with strengthened capacity for gender mainstreaming. In addition, but highly complementary toall developments under BEST, will be activities to promote a more effective organisational structurethrough the DepED Rationalisation Plan, strengthened HR development, increased capacity formanaging institutional change and improved communications. All of the activities under Component 2are supportive of the activities under Component 1. Sustainable development in the area of teachingand learning is impossible without parallel system-wide organisational change. Overall, as the designdocument states ‘The design addresses fundamental issues in the provision of basic education services


in the Philippines, especially in respect of building capacity for development. The Program will helpestablish an enabling environment for reform …’2

2.3 Capacity Building and SustainabilityThe Department of Foreign Affairs and Trade has defined capacity development as ‘the process ofdeveloping competencies and capabilities in individuals, groups, organisations, sectors and countries,which will lead to sustained and self-generating improvement’.3 The BEST design4 recognises andreinforces this concept through its many references in almost all proposed activities to the role of theprogram to ‘provide TA (technical assistance) support to…’

In the context of donor-funded development programs and projects, sustainability can be defined as:the continuation of benefits after major assistance from a donor has been completed.5 Sustainability canbe defined also as the ability of a project to maintain its operations, services and benefits during itsprojected life-time.

The focus is on sustaining the flow of benefits into the future.

Given these two concepts, the BEST team in developing this first Annual Plan has recognised that thisshould not only be a program about TA delivering specific outcomes on behalf of the Government of thePhilippines but also about TA working with DepED and other counterparts to help build and reinforceskills and expertise such as mentoring, coaching and training that can live on beyond the life of BESTand provide a quality-based foundation for continual improvement of the organisations, institutions andpersonnel in a productive and lasting way, so that the changes can be sustainable. Of course the realityof a situation in which a system is in a state of major time-bound change means that not all steps canfollow the ideal pathway.

For example, BEST understands the immediate need for DepED with CHED support to provide teacherswith intensive curriculum training over a period of say a week so that they can approach their classeswith a higher degree of confidence than might otherwise not be the case. However, it is well establishedthat such trainings have only limited longer-term value unless supported by well-planned follow-upactivities through mentoring, coaching, peer group activities and provision of additional resources. Onlythrough such experiences and opportunities will teachers be encouraged and able to grow asprofessionals.

BEST clearly recognises that capacity building and the sustainability of outcomes are central to thesuccess of the Program. BEST will work with DepED, CHED, TEIs and other stakeholders andimplementing partners to develop a ‘sustainability’ approach to our work. This approach will be builtaround consideration of various factors many of which have been included as elements of the ToC,including institutional sustainability: alignment of activities and outputs with education policy; ownershipand participation including community participation; management and organisation; professionaldevelopment; social, cultural and other aspects of inclusion; equity; and external changes. As well asbeing an end in itself, the successful delivery of outputs is a pre-condition for sustainability and in thisfirst implementation period BEST will develop procedures to ensure that approved output activities aredelivered on time and within budget and provide value for money.

2 BEST, Program Design Document, September 2012, p. 453Use of Advisers in the Australian Aid Program – Guidance Note 2: Technical Assistance Options for Developing Capacity(March 2011).4 Ibid pp 65-815 DFAT (AusAID), Promoting Practical Sustainability, September 2000, p.1


3 The Operating Environment

3.1 General ReviewBEST will move from its inception phase to full operational status from early December 2014 and will doso in an operating environment that is dynamic and supportive. All stakeholders including DFAT, DepEDand implementing partners are showing major commitment to the program and to ensuring its success.That said, there is a sense of urgency for many of the reforms and initiatives included in the BESTdesign to be progressed quickly so as to bring substantive change before the next elections in mid-2016.

Added to that sense of political urgency is the educational urgency arising from the ongoing impacts ofchanges already in place and changed environment since the design process some two years ago. Thedecision to adopt the international standard of 13 years of formal schooling by adding a Kindergartenlevel prior to Year 1 and two years of Senior High following Grade 10 combined with a move to use‘mother tongue’ teaching and learning for Years K–3 have already created the educational imperativefor rapid change. There are clear plans now to roll out the K–12 curriculum with grades 3 and 9completed in 2014, grades 4 and 10 planned for 2015 and 11 and 12 starting in 2016. These changeshave created expectations and concerns throughout the system and especially at school level forteachers, students and parents. They have impacted the curriculum and its assessment and must besupported in turn by changes to staffing, teacher education and teaching and learning materials on theone hand and changes in the organisation and management of the system and to monitoring andevaluation on the other. All these components must change if the system is to operate effectively andefficiently for the benefit of all learners irrespective of gender, religion and region and to be inclusive ofindigenous peoples and those students with disabilities. Some of the needed outputs are in process,while others are currently being planned or are ready for development during the current planning cycle.Work is well advanced in restructuring and developing the support services at the central level under arationalisation plan. Similarly considerable work has commenced in developing a Unified InformationSystem that brings together several key databases.

More broadly, these changes will reverberate throughout both the education sector and the economy.What will be the initial impact on employment and the economy if students stay on at school for an extratwo years? What will be the impact on universities and TEIs of a potential void of two years in terms ofnew student intakes? How will students disadvantaged by poverty or other factors be catered for underthese new arrangements?

Especially important will be to enable, encourage and facilitate more effective evidence based decision-making. For example, decisions as to where to develop new senior high schools or to provide additionalclassrooms and teachers require accurate data relating to enrolments, retention rates, completion ratesas well as core age specific population and teacher supply data. Meeting the needs of students in aproactive way will require teachers and principals to have more and better data including longitudinaldata about each student’s progress. But, to collate such information and ensure reasonable consistency,comparability and accessibility of data for decision-making will require an upgraded unified and nationalinformation system.

There is also the challenge arising from the scale of the reform initiatives. This is a large andgeographically diverse country with a population of approximately 98 million and with about 24 million(24.4%) of them being students. Yet all students deserve equality of treatment and opportunity. Thequestion of how new initiatives can be rolled-out with equity between regions and without some regionsbeing left behind, will have to be addressed? BEST will assist the development process in six regions


but equally important to the success of the program, BEST will be searching for the most effectivestrategies to help DepED and other partners to build their initiatives nationally in the most equitableways possible. This is indeed a program about system reform and sector transformation.

Of course, one further challenge in the immediate operating environment comes from the fact that asmall number of international specialists have only just taken up their posts in late 2014. Their learningcurve will be steep as they move to fit into a new country, a new culture and a new education sector.The BEST team will be helped by the fact that the vast majority of expert personnel are locally appointedand will transition with their respective projects to be integrated under the BEST umbrella. A number ofthe national technical specialists have long and well respected experience in working in the sector in thePhilippines.

3.2 Potential Implications for BESTProbably the main implications of the current operating environment are the need for a pragmatic andflexible approach to support DepED and other partners in meeting immediate needs and targets. In thisregard BEST appreciates the need for urgency from both the political and educational perspectives, butalso understands the need to adopt a measured approach in light of similar programs where a rusheddevelopment was rarely a long-term success and even more rarely sustainable. Given the long-termnature of the program, BEST is well positioned to support partners over the next five years inimplementing appropriately designed quality assurance, capacity building, resource building andsustainability processes.

Flexibility will be especially important as the program will be required to support not only the macrosystemic changes but also to meet more regional and local needs. There is also the likelihood that otherneeds will emerge throughout the planning process and these will be met through new initiatives asdeemed appropriate.

This Annual Plan, while including some activities that are still at a tentative stage of development isindicative of DepED priorities for 2015. This plan should also provide a lighthouse to guide where theprogram will most likely go in the next two years or so. The pathway(s) chosen will depend on thecircumstances and may well change as those circumstances change.

4 The Annual Work Plan

4.1 OverviewThe process to identify and agree with the components for BEST (and priorities for this Annual Plan)has been robust and consultative. It has involved problem analysis, lessons learned from previousinterventions, discussion about what was politically feasible and led by the evidence from relevantexperts and literature. This process will be replicated in future years. The development of most BESTactivity plans and proposals will be through a broad consultative process under the leadership of DepED.The major group of proposals will be for those nationally focused initiatives designed to support thenational agenda for improving teaching and learning and for improving the operational efficiency andeffectiveness of the education system. A second group will include initiatives that come from the targetregions. Where these overlap with the national initiatives then the proposed activities will be integratedinto those more systemic national initiatives. Some may be included under the small Grants mechanism.Proposals will come also from the work of the two research centres and will be integrated into activitiesunder the sub-components. In such circumstances the plans will come forward with the approval of


DepED. Proposals relating to teacher education are also expected from CHED as the responsible bodyfor the Teacher Education Institutes.

This plan provides summary details for both Components 1 and 2 and their Sub-Components (seediagram below) of approved activities and of activities that are under development and are expected tostart during 2015. These activities are focused on the national goals as identified in the ToC. Theintroductory notes on each sub-component provide additional information as to the longer-term directionof activities. Estimated costs are indicative only, and in some instances are for a sub-component as awhole, and will be finalised and be made activity specific as part of the Activity Design Documentapproval process.

Figure 1 BEST Component and Sub-components

4.2 General Approach

The design of each and every assistance will provide for competency building for leading and managingthe change and transition process. It is assumed that DepED’s priority initiatives are championed fromhighest level (the Executive Committee) and in particular the BEST program sponsor, theUndersecretary for Regional Operations.

All planning and implementation of activities will be underpinned by attention to strategies that willsustain benefits of activities long after international aid ceases. This includes attention to capability ofDepED personnel, capacity, systems and resourcing at all levels from the centre, regions, divisions andschools.

DepED will undertake the identification of responsible point persons or units (process owners), withinthe relevant groups or units at the central and regional levels.

Lessons learnt from the implementation of current and previous programs at the central and regionallevels are considered in the designing, implementing and managing the different change initiatives tobe supported under this Annual Plan.

Component 1: Improving Teaching and Learning

Pre-Service Teacher Education

In Service Teacher Education

Education Leadership andManagement

Curriculum and Assessment

Teaching and Learning Materials

Educational Facilities

Context Specific Learning Systems

Component 2: Strengthening Systems

Evidence-based Policy Planningand Management

Unified Information Systems

Gender Equality Mainstreaming

Organisational Development


Change management activities will be incorporated in the implementation of systems and technologiesto ensure that the organisational and institutional support structures are ready to embrace the changesthat will occur.

BEST has a strong emphasis on communications for development as a cross-cutting theme. At thestrategic level, the program aims to provide high-level policy, strategic and technical advice to DFATand GoP towards ensuring the development of effective and sustainable program-basedcommunications approaches that promote, operationalise and communicate the ‘one program’ strategyamong BEST implementation teams and partners. At the project level, build capacity for developing andimplementing C4D strategies among project implementing partners.

The role of the Technical Specialists under the Facilitating Contractor will be to facilitate the identificationof significant focal points for subsequent activities and to support the planning, implementation andmonitoring processes of national and regional initiatives. This will provide the best possible professionalguidance and helping to build capacity and facilitate sustainability. These specialists will work in closecommunication and partnership with all counterparts, implementing partners and stakeholders. Part ofwhich will be with the technical assistants who will be directly engaged as part of the DepED Programsand Projects Technical Assistance Team. The DepED team, which is essentially a cross-componentteam, will assist directly on a day-to-day basis with all aspects of implementation.

Strategies will be implemented that ensure collaboration and effective partnerships between DepED andlocal and international program partners. Collaborative activities with government agencies, civil societyorganisations / non-government organisations / Indigenous Peoples’ Organizations (IPOs) / PrivateBusiness Organisations (PBOs) / Corporate Foundations, academic institutions, inter-agency andcluster groupings and foreign embassies in relation to K–12 implementation will be organised andfacilitated.

All activities will identify, design, and implement communication strategies both for internal (DepED) andexternal stakeholders.

All activities will promote cross cutting issues including gender mainstreaming, child protection andenvironment.

4.3 Component 1: Improving Teaching and Learning

4.3.1 Sub-Component 1.1: Pre-Service Teacher Education

The context for this sub-component is the change within the education sector to a K–12 system. Thisdemands a focus on improving the quality of teaching to support escalation in the quality of learning andstudent achievement. This in turn should impact on student completion and retention rates and ensurethat the education system is responsive to and fully includes all children of school age. The EnhancedBasic Education Act emphasises the need for additional training for new graduates of the currentTeacher Education curriculum and strengthened training of new graduates of (Teacher EducationInstitutes) TEIs to upgrade their competencies and skills to the content and performance standards ofthe new curriculum. There is also a need to enhance the existing TEI curriculum in basic education toensure that graduates are able to drive forward the K–12 reform once they enter the profession. Inaddition, the teacher pool needs to be expanded to ensure that shortage areas such as science andmathematics are covered by trained graduates who fully meet the new teacher competencies.


Strategic Approach to Implementation

A holistic strategy is required to build, integrate and re-enforce the quality of the system, based uponthe involvement of all key stakeholders and partners. Activities must assure that teacher educators andnew teacher graduates are sufficiently trained and supported so that they can deliver the reformsrequired by K–12. This will require collegiate working practice between all partners to review currentprovisions and strategically plan for rapid organisational change.

Strategic planning will build upon the evidence derived from the Research Centre for Teacher Qualityprojects (refer Annex 2) and facilitate opportunities for CHED, TEIs and other relevant stakeholders tohave input:

Pre-service Teachers’ Development Needs Study to assess prospective new elementary andsecondary school teachers’ knowledge in Math, Science, English and Filipino and their pedagogicalknowledge that could inform their level of preparedness to deliver the K–12 Curriculum. The results ofthe study should inform the design of a curriculum for pre-service teachers that is K–12 compliant andidentifies possible interventions for new teachers

Teacher Educator Development Needs Study to assess the needs of teacher educators in order tobe effective and efficient in preparing teachers for basic education. The results of the study should informthe CHED on the needs of teacher educators to effectively meet the demands of the K–12 Curriculum,Outcomes-Based Education (OBE), Association of South East Asian Nations (ASEAN) Integration andinternationalisation.

Key Assumptions

> TEI professionals will need extensive support in developing the skills and expertise to deliver learnercentred, inclusive, evidence based approaches to teaching and learning and to facilitate students indeveloping their own professional competencies.

> TEI professionals will need extensive support in developing the skills to critically reflect on their ownperformance in raising levels of achievement for all students and develop strategies for professionaland organisational improvement through self-evaluation and action learning processes aligned tothe principles of Learning Action Cells.

> TEIs will need strategic support in order to develop the capacity and resources to deliver high qualityprograms which meet the standards required for graduating teachers to deliver the K–12 curriculum.

Work Plan Summary

1. Capacity Building to transition CHED and TEIs into an OBE Quality Assurance System.CHED intends to shift to an Outcomes-Based Education Framework and is currently deep intothe process of formulating policies, rules and regulations for the transition. It recognises that asimplementers and shepherds of this reform, CHED’s senior officials need capacity building on theconceptual foundations and operational intricacies of OBE. Additionally, the Higher EducationInstitutions need support and assistance to be able to effectively implement OBE. BEST’sassistance to CHED may be two-fold, one targeted to CHED as policy makers and programmonitors / regulators; and another targeted to the Higher Education Institutions particularly theTEIs as implementers.

2. Development of Master Plan for Teacher Education. Through the Technical Panel for TeacherEducation, CHED aims to craft a new Master Plan for Teacher Education ensuring alignment withthe requirements of the K–12 curriculum. This will include the following activities:


- analysis of the state of teacher education for the past 10 years and to synthesise the policybases for teacher education;

- lay out the roadmap for teacher education in the next 10 years;

- align the programs and strategies for teacher education and development with nationaldevelopment goals, the K–12 basic education program reform and the prevailing internationaldiscourse on teacher education;

- identify the mechanisms for quality assurance as directed by the goals and objectives ofteacher education and development; and

- estimate the cost of the roadmap for teacher education.

3. Capacity Building to Transition CHED and Teacher Education Institutions (TEIs) into an OBEQuality Assurance System at the Program Level. CHED as policy makers and program monitorsand regulators and TEIs as implementers have to be capacitated in order to ensure readiness,and increase the level of understanding and knowledge on OBE which is a paradigm shift in thedelivery of teacher education curricula in the country. This will include the following activities.

- Capacity building training program, in phases for a three-year period at various training levelsfor the different groups of participants:

Level 1: awareness or familiarisation

Level 2: in-depth understanding

Level 3: higher proficiency.

- Training programs to be designed not only in relation to the local context but with internationalexposure.

- Outputs should include: Competent CHED-OPSD and CHEDRO Officials and Technical Staff/ Competent Deans and Faculty members of TEIs.

4. Development of a Pathways and Equivalencies System in the Philippines for Teacher Educationwhich is relevant to ASEAN Integration. ASEAN 2015 aims to facilitate mobility of professionalswithin member countries. This entails a process by which the outcomes of teacher educationthrough the Philippines Qualification Framework are referenced and aligned with the ASEANqualifications framework. This will include the development of:

- The Philippine Credit Transfer Scheme for Teacher Education

- A permeable framework for credit transfer based on pathways and equivalencies systemanchored on competencies and learning outcomes.

- A seamless credit transfer / progression scheme based on a continuum of competencies /learning outcomes for all delivery modalities to be called the Philippine Credit Transfer Schemeto be harmonized with ASEAN Credit Transfer Scheme and other existing CTS.

- A comprehensive competency assessment mechanism for formal, non-formal and informaldelivery systems.

5. Development of a National Research Agenda for Teacher Education will provide thedirections and priorities of research in teacher education to inform policies, planning and programsin medium term to strengthen teacher education program in the Philippines. This will include:

- Developing a national research agenda in teacher education that could set the directions andpriorities for research to inform policies, planning, standards and programs that couldstrengthen teacher education in the Philippines. This agenda could also be a reference in


conducting research in teacher education by individuals, groups, centres, institutions, andagencies in the Philippines.

- Involving different stakeholders in the development of the research agenda in teachereducation that articulate the priority research in education and education management inNHERA 2 and capture recent educational reforms in the country and in the internationalcommunity.

6. The Research Centre on Teacher Quality / activities related to pre-service teacher training andTEIs, up to June 2015, will include:

- Pre-service Teacher Development Needs Study providing an overview of pre service teacherspresent state of content and pedagogical knowledge in relation to K–12 and NCBTS.

- Developmental-National Competency-based Teacher Standards aimed at developing aframework for graduate teacher education programs informed by the professional standardsfor teachers.

- Teacher Educator Development Needs Study to provide an overview of the needs of teachereducators in meeting the demands of K12, OBE, ASEAN Integration and internationalisation.

Table 1 Planned Expenditure by Activity

Proponent Activity Cost to30 June 2015 (AU$)

CHED Capacity Building to transition CHED and TEIs into an OBE QualityAssurance System

140,000

Development of Master Plan for Teacher Education

Capacity Building to Transition CHED and Teacher EducationInstitutions

Development of a Pathways and Equivalencies System in thePhilippines for Teacher Education which is relevant to ASEANIntegration

Development of a National Research Agenda for Teacher Education

PBED Set-up, recruitment and admissions for the Bridge Program Not included inFC budget

RCTQ Pre-service Teacher Development Needs Study Not included inFC budget

Developmental-National Competency-based Teacher Standards

Teacher Educator Development Needs Study

Total 140,000

4.3.2 Sub-Component 1.2: In-Service Teacher Education

The key factor in determining the direction of in-service teacher education has been the K–12 reforms.Much of the in-service teacher development activity will support improving teachers’ pedagogical skillsand building teacher content knowledge in English, Mathematics, Science and IT. There will also be anadditional focus on ‘mother tongue’ based multilingual education, transition to English in Grade 4, andtraining and development to support the introduction of Senior High School Grades 11 and 12. However,over the course of BEST the focus will move to the broader aspects of teacher professionaldevelopment.



DepED aims to maximise the number of teachers who are targeted for training programs during arelatively short period of time. Training will be delivered by DepED at points in the year where it will notinterfere with children’s schooling e.g. May. Training will take place for identified cohorts of teachersover the course of one week, with a focus in 2015 on Grades 4 and Grade 10. Planning for key trainingprograms will be developed over the course of the year prior to implementation and will be carefullymonitored and documented so that results can be reported, shared and replicated. Capacity buildingprograms will include content, pedagogy, child development, use of learning materials, and skills forteaching in multigrade schools, identifying and working with children with disabilities.

Key Assumptions

> Training programs may need adjustment in order to meet the essential requirements of teachers toeffectively implement the K–12 reforms.

> In-service training programs are delivered by trained and highly skilled practitioners, but theseindividuals may need additional support in developing their understanding and application of actionlearning into programs.

> Follow up support for teachers will need to be established, which reflect theories of learning andguide teachers in their professional development through a cyclical action learning process whichis focused on key competencies, collaborative review and planning, developing reflective practice.

> Effective monitoring and review will need to be established, including teacher evaluation, in order toensure that future programs can build on effective practice and lessons learned.

Work Plan Summary

> Support approved teacher-training and teacher professional development programs to be conductedby DepED through National Education Academy of the Philippines (NEAP), including TA,embedding of Learning Action Cells, training of trainers and M&E.

> Support NEAP in the development of: awareness raising / support; and training for teacher trainerson ways in which the application of action learning principles, reflective practice and classroombased research can be incorporated within existing teacher training modules due to be delivered inMay / June 2015.

> Provide technical advice to NEAP on ways in which Senior High School Teachers can be effectivelytrained and supported in relation to K–12 reforms, particularly in relation to school based learning,action learning and developing communities of practice in and across schools and groups ofschools.

> Provide TA as approved to Bureau of Elementary Education and Bureau of Secondary Educationand divisions to support the development, implementation and reporting of capacity buildingprograms.

> Management of collaborative work between the bureaus and the Teacher Education Council onteacher development programs (e.g. development of teaching competencies in the early gradesrequired by the new K–3 curricula).

> Development of alternative teacher training modalities (i.e. Information and CommunicationTechnology (ICT) aided, summer institutes, learning action cells) to complement the existingmechanisms (i.e. mass training-echo model)


> Other capacity building and planning initiatives that may be approved for implementation during2015.

> Study Visit to Australia by Metrobank Awardees: Strengthening Leadership and TeachingExcellence Skills –

> Research Centre for Teacher Quality activities up to June 2015, related to in-service teachers:

> Teacher Development Needs Study, to provide an overview of in service teachers’ present state ofcontent and pedagogical knowledge in mathematics, science, English and Filipino, in relation to K–12 and NCBTS.

> Developing a continuum of professional standards for teachers across four career stages startingfrom pre-service to becoming exemplary teachers, including Master and Head teachers.


Proponent ActivityCost

to 30 June 2015(AU$)

DepED TA for Office of USec Program and Projects. Support approved broadertraining and teacher development programs to be conducted by DepEDand NEAP including TA, embedding of Learning Action Cells, trainingof trainers and M&E

120,000

DFAT Study visit to Australia (Strengthening Leadership and TeachingExcellence Skills): Strengthening Leadership and Teaching ExcellenceSkills (Metrobank Awardees)

150,000

RCTQ Teacher Development Needs Study Not included inFC budget

Developmental-National Competency-based Teacher Standards

Total 270,000

4.3.3 Sub-Component 1.3: Education Leadership and Management

Building the leadership and management competencies of teaching and non-teaching officers in DepEDis a crucial strategy that will significantly increase the probability of effective and sustainedimplementation of priority reforms at the national and regional levels. NEAP, the learning anddevelopment arm of DepED, is currently being revitalised to spearhead the continuous training anddevelopment of school heads, division superintendents, and district supervisors. It will also undertakecompetency building of non-teaching officers and technical staff who play a critical role in supporting theimplementation of K–12, especially at the division and schools levels. The revitalisation of NEAP isanchored on the implementation of the rationalisation plan, and will involve recruiting and training NEAPofficers and staff. Building leadership and management competencies will further be undertaken by theOffice of the Undersecretary for Regional Operations and will cover central and regional officials, at thetop, middle and frontline services. These learning and development programs will be based on an overallhuman resource development plan for the re-structured bureaucracy, and translates the priority agendafor education under the current administration and the 2012–2016 Philippine Development Plan’s BasicEducation Sector Reform Agenda (BESRA).

The Philippine-Australia Human Resource and Organisation Development Facility (PAHRODF)provided assistance in designing and implementing a Superintendents Leadership Program for twobatches of schools superintendents (115 participants). The third batch is currently being implemented,and will require further support. PAHRODF also provided initial assistance for NEAP’s teambuilding andinitial planning, and management short courses for regional directors and assistant regional directors.


Under BEST, leadership and management will be focused on further strengthening NEAP and relevantunits that will provide leadership and management training and support for teaching and non-teachingleaders and managers. It will provide mass training to school heads, schools superintendents and districtsupervisors.


A network of partners is required to implement the learning and develop program to build the corecompetencies for leadership and management. NEAP will serve as the overall lead for designing thecourse curriculum and the standards for delivery and implementing the accreditation and trainingprogram for the partners. Technical assistance is required for strengthening NEAP (including in regionalareas) to fulfil its new strategies and approaches to mass training within a short timeframe.

Technical assistance will vary based on the current staffing realities (both in number and level ofcompetencies required) in DepED, especially in NEAP; and the nature of assistance required by thedesign of the intervention. These modes of assistance will range from actual consultants being deployedwithin NEAP to sub-contracting specific delivery of the training and development curriculum. In regardto the mode of assistance, DepED will lead all leadership and management initiatives while the BESTOrganisational Development (OD) Specialist will ensure technical design and implementation alignmentand effective management of these providers.

The Brigada Eskwela was launched by the Philippine Department of Education (DepED) in May 2003to bring together parents, teachers and pupils to clean-up and prepare the school for the start of classesin June. The initiative has evolved into a collaborative effort of students, teachers, school officials,parents, community members, local government officials, non-government organisations, churchgroups, private and international organisations to do the actual work. Since 2010, the AustralianEmbassy (led by the Ambassador) has participated in DepED’s Brigada Eskwela program. A total of 65schools in the National Capital Region have been supported. The support consists of labour (byAustralian Embassy staff and family members, implementing partners, managing contractor, Australianalumni). In addition, the Embassy also provides paints, paintbrushes, cleaning materials and othersimilar items. It is proposed to continue this support under the BEST umbrella.

Assumptions

Providing appropriate competencies to leaders and managers at all levels ensures fast and effectiveimplementation and sustainability of all strategic priorities and organisation reforms.

The other assumption related to this sub-component is that leaders and managers model the necessarybehaviours and practices that will create the necessary environment for effective installation, expansionand continuation of reforms at the lower levels of the organisation.

Assumptions related to the assistance in this sub-component are:

> NEAP and the Bureau of Organisation Development and Human Resource will lead theimplementation of activities under this sub-component.

> Specific training and development assistance are needs driven and appropriate to support theoverall objectives of DepED’s organisation transformation.

> Point persons / units or process owners within DepED are identified for each assistance provided toensure that all initiatives are DepED led and managed.


> Lessons learnt from previous OD and HR programs at the central and regional levels are consideredin designing, implementing and managing the different change initiatives to be supported under thisAnnual Plan6.

> Timing and timeframe of the implementation of training and development assistance will startimmediately in the first quarter of 2015 to lay the needed institutional infrastructures for theimplementation of Senior High School, and will continue up to 2016.

Work Plan Summary

> Support NEAP in training of 88 division superintendents, 1,038 district supervisors, 18,659 schoolheads and 288 system managers trained on effective educational leadership and management.

> The schools to be selected for Brigada Eskwela will be in the National Capital Region. DFAT willwork with DepED’s ‘Adopt a School’ to identify 5–10 schools in great need of support. DFAT willmanage volunteers. The Facilitating Contractor will procure approved materials, volunteer caps andT-shirts and deliver them to identified schools. Budget will be allocated for the procurement ofsupplies and materials and branding materials for the activity. Cost of donation per school variesdepending on the kind and quantity materials requested.

> Regional priorities:

Capability building on program management to prepare and equip the regions with thenecessary competencies in managing the BEST Program in their respective regions; and,

Competency building for regions to provide TA to divisions and schools.


Proponent ActivityCost to

30 June 2015(AU$)

DepED / NEAP Training in Leadership and Management: Support NEAP intraining of 88 division superintendents, 1,038 districtsupervisors, 18,659 school heads and 288 system managerstrained on effective educational leadership and management.

Not included inFC budget

DepED Strengthening NEAP 175,000

DepED Implementing leadership and management program forSchool Heads

275,000

DFAT Participation in Brigada Eskwela 2015 40,000

Total 490,000

4.3.4 Sub-Component 1.4: Curriculum and Assessment

Curriculum and assessment have been identified as key components contributing to K–12 reform withinDepED. The focus is on the development, implementation and monitoring of K–12 curriculum andassessment in the Philippines.

Work began as early as 2011 on a phased approach to curriculum development, with innovations beingthe introduction of compulsory kindergarten in the early years and the addition of Years 11–12, to bringthe Philippines education system in line with international standards. The new system has becomeknown as the Enhanced Basic Education Program.

6 BEST Design Document


Progress to date has seen the completion of all curriculum guides from K–12. Curriculum guides provideclear outlines to teachers about the content and performance standards required at each grade level inall subjects, along with descriptions of competencies. There is a phased plan to continue to roll out thenew curriculum from 2011–2018, with two grades being implemented in schools each year. Additionalcurriculum materials and programs have been highlighted for development at the different stages ofschooling and also to better support inclusive education.

Work has commenced on the review of current assessment policies, and workshops conducted tocommence development of a National Assessment Framework comprising sections on systemassessment and formative assessment. Some of the high priorities are to develop the NationalAssessment Framework, and to develop appropriate assessment materials and build capacity to supportformative assessment within classrooms.


The approaches taken in this sub-component will be embedded within the Theory of Change outlined inthe program design document and will take account of lessons learnt from previous DFAT programs.There will be close alignment between the work in curriculum and assessment, the development ofteaching and learning materials and teacher pre and in-service training.

The research conducted by the Assessment Curriculum and Technology Resource Centre (ACTRC)and the RCTQ will provide research-based evidence to guide the development and implementation ofcurriculum and assessment activities. There will be close and ongoing liaison between the relevantcurriculum and assessment divisions in the Department of Education and also between the divisionoffice and the six regional offices engaged in the program.

All activities within the Curriculum and Assessment component will be subject to rigorous qualityassurance checks and monitoring and evaluation systems. Part of the focus of this work will be to ensurethat cross cutting issues relating to gender, disability and inclusive education are addressed effectivelythroughout all activities, and environment, disaster risk reduction and climate change where appropriate.

Key Assumptions

BEST activities within the curriculum and assessment component will be premised by the followingassumptions:

> DepED counterparts are highly committed and have the capacity to engage fully and lead changein curriculum and assessment, with technical support, from the TAs at USec Ocampo‘s Office, theSenior Specialist and other technical support outsourced as required.

> The new K–12 curriculum is based on constructivist theory and embraces a learner-centred,inclusive approach that is research-based to align with international standards and skills for the 21stcentury.

> The National Education Testing and Research Centre has kept abreast of changes in K–12curriculum and is aligning National Achievement Tests and other forms of assessment with theenhanced K–12 curriculum.

> All curriculum and assessment materials and policies pass rigorous quality control mechanisms,which involve ongoing consultation with key stakeholders and validation processes.


Work Plan Summary

For sub-component 1.4 the intermediate outcome in the Theory of Change framework states that‘curriculum and assessment approaches are closer to international standards.’ The implementationstrategies are to ‘support development, improvement and use of K–12 curriculum and assessment’, withthe key outputs being:

> K–12 curriculum completed, used and evaluated;

> classroom assessment methods are improved;

> national assessment is improved; and

> capacity for analysing and building learning strategies strengthened.

The work plan in this component will see the Senior Specialist Curriculum and Assessment workingcollaboratively within the relevant Bureau within DepED, including Programs and Projects, Bureau ofSecondary Education, Bureau of Elementary Education and the National Education Testing andResearch Centre. There will be close collaboration with ACTRC and RCTQ (refer Annex 2) and CHED.There will be a close partnership with the work of the BEST Senior Specialist in Teacher Development.

The priorities have been determined on the basis of a BEST scoping exercise. It is envisaged thatactivities will most likely focus on aspects of the following list of indicative priorities:

> Remaining curriculum programs including further development and alignment of Kindergartencurriculum with Grade 1–3 standards, review of K–3 literacy and numeracy curriculum, alternativelearning programs, alignment and contextualisation of curriculum for Indigenous Peoples andspecial programs for Senior High School curriculum.

> The National Assessment Framework including assessment of curriculum and 21st-century skills.

> Formative assessment leading to improved learning

> Development of assessment tools to track progress of students against the curriculum and21st century skills.

> Inclusive curriculum for students with disabilities.

> Regional priorities:

Start-up activities of the Senior High School program which includes planning, setting up ofsystems and mechanisms, information dissemination, and advocacies.



30 June 2015(AU$)

ACTRC ARMM K–G1 Measuring student progress against curriculum Not included inFC budget

Mother Tongue Based – Multilingual Education (MTB-MLE) documentingbest practices

Science Inquiry

Formative Assessment Practices in the Classroom

SWAN Tools for Students with Additional Needs

21st Century Skills – Assessment Tools



30 June 2015(AU$)

DepED K–12 Senior High School Program Implementation – Curriculum Rollout 120,000

Refinement, redevelopment and alignment of various special curricula(SPED, multigrade, Alternative Learning Systems)

40,000

Facilitation and management of various curriculum developmentprocesses

40,000

Development of the K–12 assessment system led by the NationalEducation Testing and Research Centre

40,000

Refinement, validation ad finalisation of early grades assessmentmaterials SReA, Phil-IRI, EGRA, EMRA

40,000

Articulation of the complete assessment system as a DepED policy 35,000

Review of Kindergarten materials to support 19 mother tongue teachingand learning

35,000

Redevelopment of Grade 1 and Grade 7 teachers' guides and learners'materials to align with enhanced curriculum

30,000

Total 380,000

4.3.5 Sub-Component 1.5: Teaching and Learning Materials

To supplement the curriculum it is expected that a range of teaching and learning materials be identifiedand made accessible to all teachers and students as the curriculum is rolled out through to 2018.Materials will include resources for both teachers and students. These teaching and learning materialswill include teacher guides, textbooks, ICT and web-based resource materials and interactive on-linelearning programs. It is the intention that many of these materials will be uploaded to the DepED portal,Learning Resource Management and Development System (LRMDS), once this is up and running.Teaching and learning resources used to support implementation of the new K–12 curriculum will:

> align to the new K–12 curriculum, providing current research-based content and skills for the21st century;

> cater for a range of learning styles and consist of both print and electronic media;

> promote student-centred activities consistent with constructivist theories of learning;

> foster differentiated instruction to cater for the diverse needs of individual students; and

> be inclusive of gender, ethnicity and ability.

This component also specifically addresses the identification and development of teacher in-servicematerials including print-based materials, on-line interactive and self-paced learning programs, alongwith quality professional development materials to support the key DepED priorities of mother tongueinstruction, early childhood education, K–12 with a focus on Senior High School, multi-grade teachingand learning and inclusive education for students with disabilities, Indigenous Peoples and Muslimeducation.


The approaches taken in this sub-component will be embedded within the Theory of Change outlined inthe program design document and will take account of lessons learnt from previous DFAT programs.


There will be close alignment between the work in the development of teaching and learning materials,curriculum and assessment, and teacher pre and in-service training.

The research conducted by the ACTRC and the Research Centre for Teacher Quality (RCTQ) willprovide research-based evidence to guide the identification, review and development of teaching andlearning materials. There will be ongoing consultation between the relevant divisions in the Departmentof Education and also between the division office and the six regional offices engaged in the programto support contextualisation and alignment of teaching and learning materials.

All activities within the Teaching and Learning Materials component will be subject to rigorous qualityassurance checks and monitoring and evaluation systems. Part of the focus of this work will be to ensurethat cross cutting issues relating to gender and disability inclusive education are addressed effectivelythroughout all activities, and environment, disaster risk reduction and climate change where appropriate.

Key Assumptions

BEST activities within the teaching and learning materials component will be premised by the followingassumptions:

> DepED counterparts are highly committed and have the capacity to engage fully to develop andprocure relevant and appropriate teaching and learning materials, with technical support from theTAs at USec Ocampo‘s office, the Senior Specialist and other technical support outsourced asrequired.

> All print and electronic teaching and learning resources, including teacher in-service andprofessional development materials, align with the Enhanced K–12 Curriculum and AssessmentPolicies, reflect constructivist theory, embrace a learner-centred, inclusive approach and areresearch-based to align with international best practice and 21st century skills.

> All print and electronic teaching and learning resources, including teacher in-service materials, passthrough rigorous quality control mechanisms through ongoing consultation with key stakeholders.

> Support will be offered for local or regional development of some teaching and learning materials,such as mother tongue language materials and contextualised learning materials for Muslim andindigenous peoples.

Work Plan Summary

For sub-component 1.5 the intermediate outcome states that ‘Appropriate learning and teachingmaterials are available and more accessible.’ The implementation strategies are to ‘Support thedevelopment and use of appropriate teaching and learning materials’, with the key outputs being:

> Professional development materials for teachers and education leaders more accessible.

> Learning materials for K–12 and context specific learning system more accessible.

> Decentralisation of learning resource management and development supported. This includesdevelopment and national roll out of the LRMDS that will provide the business process for qualityassurance and dissemination of curriculum materials. The LRMDS is designed to facilitateimproved access to teaching and learning materials. By improving access to curriculum guides,teachers’ guides, instructional learning materials and in-service materials the LRMDS will enableteachers to execute a more consistent approach to the implementation of the Enhanced K–12curriculum. In this way the LRMDS serves as a quality assurance mechanism to improve the qualityof teaching and learning in schools.


The work plan in this component will see the Senior Specialist Curriculum and Assessment workingcollaboratively within the relevant Bureau within DepED, including Programs and Projects, InstructionalMaterials Council Secretariat, Bureau of Secondary Education, Bureau of Elementary Education andthe National Education Testing and Research Centre. There will be close collaboration with ACTRC andRCTQ and CHED. There will be a close partnership with the work of the BEST Senior Specialist inTeacher Development and the Senior Specialist in Education Management Information Systems.

The priorities for Activity Design Document development in this section have been determined on thebasis of a BEST scoping exercise from 2–4 December 2014. It is envisaged that activities will most likelyfocus on aspects of the following list of indicative priorities:

Development of Grade 4 and Grade 10 teachers’ guides and learner materials

> Review of Kindergarten learning materials to support 19 mother tongue teaching and learning in K–3

> Redevelopment of Grade 1 and Grade 7 teachers’ guides and learners’ materials to better align withthe Enhanced K–12 curriculum

> Text book ‘calls’ to publishers to procure and / or produce text books to align with the enhanced K–12 curriculum and assessment, particularly for Senior High School

> Development of assessment resources to support formative assessment in classrooms

> Identification, procurement and alignment of relevant web-based teaching and learning materials tocover current ‘gaps’ in resourcing, particularly for Science and Mathematics

> Revision and development of teacher in-service and professional development materials.

Planned Expenditure by Activity

Expenditure will be aligned to Activity Design Documents once they are developed.



30 June 2015(AU$)

ACTRC Creation of a liaison group to act on recommendations of the TabletProject and to pursue other pedagogical implications of ICT integration

Not includedin FC Budget

DepED Text Book call for year 11–12 text books Included aspart of budget

for sub-component

1.4

Development of Grade 4 and Grade 10 Teachers’ Guides and Learners’materials

Review of Kindergarten learning materials to support 19 mother tongueteaching and learning in K–3

Redevelopment of Grade 1 and Grade 7 teachers’ guides and learners’materials to better align with the Enhanced K–12 curriculum

4.3.6 Sub-Component 1.6: Educational Facilities

Australian Government funding of nearly AU$48 million has been allocated to the construction of newclassrooms with greater focus in the Typhoon Haiyan-affected areas. A total of 114 new classroomswere built in the Typhoon Bopha affected areas of Davao and Caraga regions as part of the AustralianGovernment’s support to the Typhoon Bopha rehabilitation efforts. This part of the overall program ismanaged by Philippine Business for Social Progress through DFAT.




30 June 2015(AU$)

PhilippineBusiness forSocialProgress

Construction of 252 classroomsNot included inthe FC budget

Total

4.3.7 Sub-Component 1.7: Context Specific Learning Systems

In 2011, DepED and the Australian Embassy implemented the Philippines Response to IndigenousPeoples and Muslim Education (PRIME) with the aim of improving access to education for indigenouspeoples (IP) and Muslim children belonging to disadvantaged communities. Under BEST, DepED isexpected to continue the implementation of support to Muslim and Indigenous learners. The findingsand practices encountered in the four-year implementation will be one of the foundations of this sub-component.

Specifically, this sub-component will further refine the education plans, teaching and learning process,and learning materials to address the unique context of children belonging to IP and Muslim communitiesand specifically address the learning needs of children with disabilities.


DepED has stepped up its efforts on inclusive education with the aim of increasing awareness andimproving strategies that will ensure quality and access to basic education services of children belongingto what has hitherto been a marginalised sector. The Indigenous Peoples Education Office (IPsEO) andOffice of the Madrasah Education (OME) have developed road maps outlining the Department’sstrategies in addressing the unique learning needs of IP and Muslim children. This is part of DepED’saffirmative action towards improving access for marginalised children.

In line with the implementation of RA 10533 and the ongoing organisational reforms within theDepartment of Education Central Office, there is a need to ensure continuous provision of technicalassistance (TA) to the IPsEO and OME. Technical consultants who are knowledgeable and experiencedon DepED policies and programs on education for IP learners are needed to provide managementoversight to the implementation of the IP Education Program. The consultants are also expected toadvise members of the DepED Executive Committee on policy and programming concerns on IP andMuslim Education. TA engaged on this sub-component will be expected to work closely with thoseworking on other aspects of Component 1.

Work Plan Summary

Activities on context specific learning systems shall include:

> Strengthening the organisation capacity of the OME as articulated in the proposed Muslim educationroad map. This includes a series of capability building activities for implementers of the madrasaheducation in the regions and divisions, January–December.


> Build a decision support system that will provide OME with access to key data and informationregarding madrasah education implementation, schools implementing madrasah, Muslim childrenand their access to the Arabic Language and Values Education program of DepED, January–December.

> Provision of technical support to OME in the finalisation and implementation of the Muslim educationroad map, January–December.

> Provision of technical support to IPsEO to continue the programs and projects initiated in the lastthree years. Specifically, these include building competencies of teachers teaching IP children,development of indigenous learning materials, and finalised IPed curriculum framework, (January–December.

> Review of initiatives and formulation of a three-year road map for children with disabilities, January–December.



30 June 2015(AU$)

DepED Technical Assistance to IPsEO 100,832

Office of Muslim Education in Training programs 136,421

TA support to programs for children with disabilities 40,000

Total 277,253

4.4 Component 2: Strengthening Systems

4.4.1 Sub-Component 2.1: Evidence-Based Policy Planning and Management

One of the major initiatives of the DepED in the last 10 years is the strengthening of its planning,monitoring and evaluation functions in the Department. Previous donor assisted programs and projectshave contributed to strengthening the planning and M&E competencies of DepED staff at all governancelevels. These include projects such as Supporting Transformation by Reducing Insecurity andVulnerability with Economic Strengthening, Basic Education Assistance for Mindanao, SPHERE,STRIVE, PAHRODF and PRIME. Each has provided technical support, systems improvement, and aseries of capability building activities on education planning, program monitoring and outcomesevaluation. Most of the schools were taught how to prepare and package the School Improvement Plan,divisions prepared their Division Education Development Plan, and the regions developed their RegionalEducation Development Plan.

Under the BEST Program, the aim is to harmonise past initiatives into one coherent system of planning,budgeting, and M&E. Specifically, the objective is to provide a direct link between these sub-systems tothe teaching and learning process happening in schools. The experiences and lessons learned in pastprograms shall serve as important inputs to the design of a more robust and relevant planning, and M&Esystems in DepED.

In addition, DepED has made significant strides in its education management information system(EMIS). Previously, there is a dearth of data and information on education accomplishments. With theenhancements in the EMIS, the challenge is for DepED to make full use of education data andinformation, formulate more databased plans, and make evidence based decisions and to do moreoutcome driven evaluation. Compared to five years ago, the EMIS through the Enhanced Basic


Education Information System (EBEIS) provides access to more data and information necessary inpreparing more relevant and responsive education plans.


In 2015, one of the major initiatives to be undertaken is the preparation of a pre-BEST Program baselinesituation in the six supported regions. The baseline documentations will be used as input to DepED’seffort to make for more demand responsive and relevant education projects, programs and policies. Thesame can be used by other BEST Program sub-components in their strategy formulation and used asthe basis for outcome evaluation to be conducted in the latter part of the Program.

A critical input to the base-lining initiative is the formulation of the Basic Education Sector M&EFramework (BESMEF). The BESMEF shall define the critical outcomes, results, and indicators that willbe used as reference by the education plans, and as the basis for performance measures andaccomplishments. BESMEF will be updated in the context of the K–12 Program and the Theory ofChange Framework of the BEST Program.

The baseline and BESMEF will be used as inputs to the development of DepED’s National EducationPlan. This is a long-term education plan which aims to pro-actively address the future needs andchallenges in the basic education sector.

Another critical input on planning and M&E is the capability building of key DepED personnel whichincludes Education Supervisors and Planning Officers on how to do data analysis especially on the useof DepED’s key performance indicators, and other information contained in the EBEIS.

Work Plan Summary

Activities on Planning and M&E on 2015 will focus on framework development and advocacy, capabilitybuilding, systems development, and base-lining.

> Formulate and finalise the BESMEF, January–March

> Analyse baseline situation in the six BEST Program Regions, January–December

> Prepare a National Education Plan, January–December

> Process documentation of the Planning and M&E systems of DepED, January–December

> Capacity building of Policy Research and Development Division staff on planning and policyanalysis, June–December

> Designing the Capability Building Program on Education Planning and M&E, June

> Training on Data Analysis for Education Supervisors and Planning Officers (all Regions), March–September

The Policy and Planning Specialist will have primary responsibility for planning and managing activitiesthat support effective planning, policy development and research in the sector (consistent with the BESTprogram design) and for providing related technical advice to Senior Executives of the Department ofEducation. As part of the Senior Specialist Team, he / she will build effective and sustainable strategiesthat promote and operationalise ‘one Program’ Strategy among and within the BEST implementers formaximum synergy and impact of program outcomes.

The M&E Specialist will work closely with DepED and DFAT counterparts and will be responsible fordeveloping and implementing the detailed Unified M&E Plan for the entire BEST Program based on the


BEST M&E Framework. He / she will also responsible for providing and initiating M&E capacity buildingfor DepED.

Regional priorities

> Baselining activities: These include validation of accomplishments and achievements of each regionin the last three years; data gathering and validation of barriers and bottlenecks impacting accessto and quality of education for learners in the regions; mapping of learners, schools and teachers;documentation of non DepED stakeholders’ interests and support to basic education; andidentification of opportunities and risks. The baseline documentation will be used both as inputs toeducation planning by the regions and divisions, and to results evaluation;

> Capability building for regions and divisions on data analysis, problem and opportunity analysis,analysis of alternatives, and strategy formulation. The training shall make use of the continuousimprovement technology;

> Implementing quarterly reviews using key performance indicators in six BEST Regions



30June 2015(AU$)

Office ofPlanningService

Start-up – Orientation and Planning Workshops -

Monitoring and Evaluation 245,244

Formulate and finalise the BESMEF -

Analyse baseline situation in the six BEST Program Regions 572,977

Prepare a National Education Plan -

Process documentation of the Planning and M&E systems of DepED 177,000

Design the Capability Building Program on Education Planning and M&E -

Training on Data Analysis for Education Supervisors and Planning Officers -

Implement quarterly reviews using key performance indicators in six BESTRegions 296,055

Total 1,291,276

4.4.2 Sub-Component 2.2: Unified Information System

Data collection and analysis is a major challenge for DepED considering its size and expanse / breadth/ extent. Critical to the delivery of improved education services is an effective and efficient system formanaging its data assets to enable evidence-based planning for resource allocation and providingcrucial information within DepED and other agencies.

Over the past three years, DepED has prioritised the roll-out of three critical information systemsdesigned to increase access to information to enable data-driven decision-making at all levels fromschool to district, division, region and nation.

The Enhanced Basic Education Information System (EBEIS), implemented in 2011, has beenmainstreamed into the reporting processes of all 46,000 public and 15,000 private schools and hassignificantly improved the timeliness and quality of data for planning and program management, andhence has become the authoritative source of data about schools.


The Learner Information System establishes a central registry of learners wherein identifying informationincluding gender, ethnicity, languages used and enrolment data of every learner in the public schoolssystem are captured and stored to enable effective ‘learner profiling’ in the delivery of educationservices.

The Learning Resource Portal is a content management portal that maintains a centralised repositoryof quality-assured learning resources that is accessible to schools. It is used as a vehicle fordisseminating K–12 materials and a tool for teachers to access relevant materials for teaching andlearning.

These information systems are key components of DepED’s Unified Information System, a group ofICT-enabled application systems that are linked to support common processes and informationrequirements. Although these systems started as information silos, the goal is to move these systemsfrom being disparate to being unified. Besides the three information systems that are now operational,DepED is endeavouring to implement the other components of the UIS (e.g. FMIS and HRIS), integratingthese new systems with existing ones such that it effectively operates as a unified system where datais highly accessible, secure and accurate. The UIS also aims to create an environment where processes,accountabilities, standards and metrics are established to ensure effective and efficient use of data inenabling the organisation to achieve its goals. BEST technical assistance shall be provided in theplanning, design, implementation and maintenance of the UIS.

Strategies

The objective of the BEST technical assistance is to establish the Unified Information System and toensure that the system is mainstreamed into the decision-making processes of DepED. Hence, thegeneral strategies underpinning the development and implementation of the UIS are as follows:

> Complete the development, refinement and implementation of the different UIS components, suchthat the processes, people, technology and institutional support components of each system are inplace.

> Integration is an implementation requirement as the UIS architecture will shape the design andcontinuing development of every information system activity. Parallel activity to the developmentand implementation of these systems is shaping the unification of these systems through theformulation of the UIS Architecture.

> Supporting these systems with appropriate technology infrastructure that is secure, scalable, andinter-operable. The infrastructure aims to increase access to systems and education technologiesby the schools.

Assumptions

> The organisational support structure for the UIS is established within the first year. The ICT Serviceand the EMIS division are in place with filled-up positions to take on the ownership and custodialresponsibility for these systems. Likewise, positions in the reorganised structures at the division,region and central offices are filled up to enable the mainstreaming of system processes into theorganic functions of process owners and users. In doing so, the absorptive capacity for change ishigher and systems are better sustained.

> Other government agencies i.e. Department of Budget and Management and the Department ofScience and Technology will be supportive of the information systems and ICT strategies to beimplemented and will not prevent system development and implementation. Instead, there will be


collaboration with DepED in defining and establishing mechanisms for integration with government-wide policies and systems being developed i.e. Comprehensive Human Resources InformationSystem, National Payroll System, and Government Integrated Financial Management InformationSystem.

Summary Work Plan



30 June 2015(AU$)

DepED Continuing Maintenance of the Learners Information System and EBEIS 40,842

Development and Implementation Personnel Tracking System 31,579

Re-engineering and Implementation Learning Resources 68,421

Implementation of GIS 26,316

Implementation of Project Management Information System 10,415

Establish DepED Data Centre and Technology Infrastructure 934,375

Development of UIS Architecture and Implementation 31,579

Development and Maintenance of Information Systems 105,833

Total 1,249,360

4.4.3 Sub-Component 2.3: Gender Mainstreaming

As required in the design of BEST, the capacity for gender mainstreaming is to be strengthened throughTA. Accordingly, a Gender Specialist is to be engaged short-term in late 2014 to undertake initial stepsin developing a Gender Strategy. This will involve the preparation of a brief discussion paper on genderissues, detailing the status of DepED’s progress in implementing gender mainstreaming. In addition theconsultant will assist in the preparation of an Activity Design Document for longer term TA thataddresses sub-component 2.3, including the development of a long-term Gender Strategy for the BasicEducation Sector and plans for implementation.


Proponent ActivityCost

to 30 June 2015(AU$)

BEST Recruitment of TA, meeting costs, travel etc. 50,000

4.4.4 Sub-Component 2.4: Organisational Development

The Department of Education’s organisation transformation program aims to better align and furtherstrengthen the entire bureaucracy to effectively implement the K–12 and its other strategic priorities,especially the school based management system. The objective translates the BESRA key reform thrust5: Change institutional culture of DepED to better support the other key reform thrusts; and the strategicpriorities of the current administration on strengthening school based management7.

7 DRAFT SUMMARY, DepED Executive Committee PlanningMarch 31, 2014 – April 1, 2014


The Department’s priorities for organisation development and human resource development focus on:

> Fully implementing an enhanced school based management system that supports the K–12program.

> Installing a major human resource and management system, especially its results-basedperformance management system (RBPMS), its training and development system for teaching andnon-teaching positions, and its recruitment, selection and promotion.

> Installing continuous improvement competencies, tools and activities within management systemsespecially at the school and division levels.

> Implementing the rationalisation plan nationwide.

> Installing an internal communication system that is aligned with the Department’s externalcommunication process.

The RBPMS and the continuous improvement process started during PAHRODF in 2012, and will becontinued, expanded and institutionalised under BEST. The OD and HR priorities are interdependent,and they contribute to and reinforce results of other major programs under Component 1 and sub-components of Component 2. Inputs are equally important from these components.

The sustained and synchronised implementation of technical assistance to support the OD and HRpriorities, especially for 2015–2016 will be crucial for the implementation of the Senior High School, andthe other targets of K–12.


DepED uses the large systems organisation transformation approach where structural and systemschanges are implemented simultaneously within a shorter timeframe, and using a systems approach.The condition set by the Undersecretary for Regional Operations is to undertake the different priorityprograms quickly, simultaneously yet coherently and synchronised, and with visible results within thenext 15 months. The change process is planned and managed through key champions and competentchange management facilitators. Technical assistance is crucial in providing the inter-disciplinarytechnology and competencies to build internal capacities of DepED at every level and units of theorganisation, and for teaching and non-teaching officers and staff.

Technical assistance will vary based on the current staffing realities (both in number and level ofcompetencies required) in DepED; and on the nature of assistance required by the design of theintervention. These modes of assistance will range from actual consultants being deployed within thedifferent bureaus and units under the Office of the Undersecretary for Regional Operations to sub-contracting the design and delivery of the specific interventions to qualified groups and institutions.Individual consultants are needed for starting bureaus and units without any technical staffing yetimmediate results are needed. Organisation service providers are required for major systems andtechnology are needed nationwide and must be done simultaneously within a short period of time.Whatever the mode of assistance, DepED will lead all OD and HR initiatives while the BEST ODSpecialist will ensure technical design and implementation alignment and effective management ofthese providers.

Assumptions

> Organisation transformation serves as the backbone through which all other reforms are effectivelyand sustainably implemented. Developing the organisation requires a systems approach that covers


strengthening structures, business processes, policies and systems, relationships andcompetencies. Building capacities using the science and art of organisation development andchange management is a major assumption in all the design of BEST OD and HR interventions.

> Timing and timeframe of the implementation of the OD and HR assistance will start immediately inthe first quarter of 2015 to lay the needed institutional infrastructures for the implementation ofSenior High School, and will continue up to 2016.

Key Activities

Improving major business processes using continuous improvement competencies and tools:The set of activities will re-engineer and align major business processes that directly support theimplementation of K–12 and the school based management using the continuous improvement at thecentral, regional division and schools levels.

Strengthening the implementation and management of school-based management policies,processes and systems: The technical assistance will further fine-tune the design of school basedmanagement, and install major implementing and management systems, including operationsmanagement and M&E. The assistance will cover central, regional and division processes that supportschool based management. The assistance will include conducting research to support the designimprovement and management of school based management.

Setting up and strengthening the Bureau of Organisation Development and Human Resources:The set of activities will define the key result areas of the new structure, install major managementsystems and build competencies of all officers and personnel with OD and HR functions. This will alsoprovide change management competencies for all leaders and managers in the department (non-teaching).

Installing major human resource management and development systems. The technicalassistance will install recruitment, selection and promotion, compensation and rewards, training anddevelopment, and will further strengthen the implementation of the RBPMS.

Designing and installing an internal communication system: The technical assistance will design,set up and implement an integrated communication system within the DepED. It will cover buildingcompetencies for functions with communication-relevant key result areas and deliverables.

Developing required communication packages for K–12: The set of activities will develop audience-specific communication materials and messages in various formats for the internal and externalstakeholders. The messages will support the implementation of the major reforms in DepED in order toimplement K–12 in the next three years.

Strengthening the external networking capacities to engage public support for K–12: The set ofactivities will design and install network building structures and processes, and will providecompetencies for stakeholders’ management in order to engage different stakeholders to providesupport for the various stages of K–12 implementation.

Strengthening the coordination processes between division and schools levels throughcontinuous improvement: The set of activities will streamline the management processes that directlyimpact schools. These will cover improving business processes between region and divisions andbetween divisions and schools.




30June 2015(AU$)

DepED Total Quality Management 56,238

Implementation of RatPlan 625,019

Performance monitoring and coaching for DepED 300,000

Designing and installing an internal communications system 357,928

Improving major business processes 275,000

Strengthening the implementation and management of school-based managementpolicies, processes and systems 200,000

Setting up and strengthening Bureau of OD and Human Resources 190,000

HRM System 250,000

Communication packages for K–12 275,000

Strengthening the external networking capacities to engage public support for K–12 250,000

Strengthening the coordination processes between division and schools levelsthrough continuous improvement 225,000

Total 3,004,186

5 Technical Specialists and Assistants

The DepED Programs and Projects Technical Assistance Team (TA) is expected to perform thefollowing functions:

> Program development and management:

- Ensure alignment of all programs and projects for K–12 programming by key stages (K–3, Grades4–6, Grades 7–10 and Grades 11–12 or Senior High School);

- Manage the planning, implementation, monitoring and evaluation activities of various programsunder the supervision of the Office of the Undersecretary for Programs and Projects;

- Ensure that all program initiatives are aligned with the national policies and development goals,international commitments, and DepED policies;

- Manage the design and implementation of capability building activities in the national rollout ofvarious components of the K–12 system;

- Facilitate the articulation of program roadmaps of regional offices, division offices and schools;

- Facilitate the preparation / adjustment of the annual work financial plans per program;

- Facilitate the preparation and submission of reporting requirements per program.

> Policy and Research:

- Review and evaluate existing policies of priority programs and projects;

- Provide technical assistance on policy revisions, integration and discontinuation;

- Provide technical assistance in the formulation of policy implementation plans, monitoring,evaluation and feedback mechanisms;

- Draft concept notes for other policy reform initiatives;


- Explore opportunities for local and international cooperation on priority policy reform initiatives;and

- Manage in-house and third-party initiated (i.e. foreign-funded) research projects.

6 Program Management and Support

6.1 DepEDThe Counterpart Agency, DepED and other implementing partners will be responsible for its legislatedduties in addition to participation in the Program. The building of capacity within Counterpart Agenciesis an important aspect of the Program.

DepED, being the executing National Government Agency has nominated the Chairperson and othernational government representatives to the PSC, PMC and will assign resources to work as part of theImplementation Group and Program Support and Coordinating Office (PSCO). In addition to counterpartpersonnel to work on BEST, DepED will also provide incidental costs associated with the Program andadministrative support to program-related travel and activities. DepED will also provide the office spacefor the BEST team in the Central Office and in the focused regions, including provision of electricity andwater and the appropriate number of telephone lines.

6.2 DFATThe DFAT team is responsible for strategic oversight of the program, including evaluation of Cardnoand other implementing partners’ performance and continuous flexible response to the evolvingProgram requirements.

Supporting this, DFAT is also responsible for approving specified personnel as nominated by Cardno;receiving reports from Cardno and providing comments and feedback; organising reviews / audits forthe purpose of ensuring that this contract is being properly performed; and making payment to Cardnoin accordance with the terms and conditions of the contract.

The DFAT Management Team is the key liaison point between Cardno and DFAT (including for allmanagement, operational and contractual issues).

In addition DFAT is responsible for:

> Leading Australia’s diplomatic and political engagement in the Philippines;

> Promoting the existence of BEST to partners and institutions as appropriate;

> Liaising with partner governments, including outlining timeframes and processes for initiating andBEST support; and

> Providing feedback as appropriate.

6.3 Program Steering Committee (PSC)The PSC’s roles and responsibilities are as follows:

> Maintaining strategic oversight of the outcomes of the Project, including consideration of AnnualPlans, reports and major strategies.

> Set the directions/priorities and policy guidance for BEST.


> Ensure the alignment of BEST with broader policy directions and priorities.

> Identify implications of BEST outcomes to policy formulation process in relation to the broadereducation context.

> Identify sectoral-level risks and challenges to implementation and provide advice on how best tomanage these risks.

> Provide advice/decision on specific matters that the Program Management Committee (PMC) willbring to its attention.

> Specific roles

The PSC meets at least once a year. Members will include representatives from DFAT and theGovernment of Philippines and others in advisory capacity. The Chair + 3 members constitute a quorum.A mechanism will be established to allow out of session decision-making for urgent requirements.

The CHAIR ensures that the objectives of the annual meetings are achieved and all the agenda itemsare discussed.

MEMBERS will each contribute to performing the collective role of the PSC as stated. As a generalrule, any decisions that may need to be undertaken are based on consensus.

OBSERVERS are resources to the PSC, who can be called upon to present progress and provideclarification to issues raised by the Chairman or members.

ADVISORY GROUP are stakeholders outside of the basic education sector who can provide advice onstrategic links between BEST activities/outcomes and broader economic sector or academic community.

PROGRAM SUPPORT AND COORDINATING OFFICE will act as the secretariat for the meetings.


6.4 Program Management Committee (PMC)The PMC is responsible for operational oversight of BEST, guided by the direction set by the PSC. Itsspecific roles and responsibilities are:

> Provide guidance on areas of priorities for the annual plan to be discussed at the PSC.

> Approve annual plans including any adjustments to the plan during the year.

> Review progress against objectives. (To aid in this function, PMC members may opt to participatein Program review missions.)

> Identify program-level and challenges and provide advice on how best to manage these risks.

> Provide advice on specific matters that the implementing working groups will bring to its attention.

The PMC meets twice a year or more if needed. Members will include DFAT, DepED, implementationteams and others in advisory capacity as needed. Chair + 9 members constitute a quorum. A mechanismwill be established to allow out of session decision-making for urgent requirements if necessary.

CHAIR ensures that the objectives of the six-monthly meetings are achieved and all the agenda itemsare discussed.

MEMBERS will each contribute to performing the collective role of the PMC as stated above. As ageneral rule, any decisions that will be undertaken based on consensus.

OBSERVERS are resources to the PMC, who can be called upon to present progress and provideclarification to issues raised by the Chairperson or members.

PROGRAM SUPPORT AND COORDINATING OFFICE will act as the secretariat for the meetings.


6.5 Implementation Group (IG)The IG serves as the body that integrates, aligns, sequences and synergises all the different activitiesfrom national, regional and across partners to ensure they are complementing each other.

> Facilitate cooperation and communication among the implementing partners.

> Develop the Annual Plan in a participatory manner.

> Provide guidance to operationalise the approved Annual Plan (through the ADD process).

> Facilitate approvals of outputs (including research) to various DepED/CHED committees (e.g.Program Committee).

> Oversee implementation and manage risks.

> Contribute inputs to reporting (through the 6-monthly progress report process).

> Provide advice and recommendations to the PSCO, PMC and PSC as required.

The whole IG meets at least quarterly. The Technical Working Groups (TWG) would meet as often asneeded.


6.6 Program Support and Coordinating Office (PSCO)The PSCO houses the Operations team and M&E Team.

The Operations provides secretariat services for the PSC, PMC meetings and other meetings as maybe requested by DFAT. This includes:

> drafting the meeting agenda in consultation with DFAT and DepED;

> scheduling the meetings with Chairpersons’ offices;

> drafting communications on behalf of the PSC and PMC Chair regarding meetings; and other relatedmatters, to be approved by DFAT;

> sending out invitations and confirming attendance;

> organising venues;

> preparing materials for the meetings and distributing to members fourteen (14) days prior to themeeting (including the minutes of the previous meeting, any relevant progress reports;

> recording minutes of the meeting and distributing these to the Chairpersons and members as a draft,to attendees within seven (7) days (seeking comment / alterations);

> revising the minutes and re-distributing within fourteen (14) days of the meeting; and keepingupdated files on meeting proceedings; and

> keeping updated files on meeting proceedings.

In addition the office provides the following key services:

> facilitation of travel and logistics arrangements;

> administrative support to program activities;


> oversight of activity design document development and approval process;

> security services;

> personnel management;

> financial payment and reconciliations;

> support to regional field staff and central office personnel; and

> IT services.

The M&E have the following responsibilities:

> Revise the BEST M&E Framework and Plan.

> Design M&E Systems for effective and efficient collection of information and reporting.

> Identify and develop baseline studies.

> Consolidate inputs from TWGs/implementing partners about achievements (for 6 monthly progressreports)

> Coordinate the conduct of reviews and evaluations.

6.7 Role of the Facilitating ContractorCardno as the Facilitating Contractor shall employ appropriate technical and administrative staff,develop and implement administration and management systems and processes, and provide allnecessary equipment for the delivery of the Contract to a high standard. Cardno must provide allnecessary staff required to support the activities as agreed in the Annual Plan and Contract.

Cardno has established offices nearby the DepED Central Office, and in the DepED Regional Officesof the target regions to support program operations. The offices accommodate the Contractor’spersonnel and DepED counterparts. These offices may be referred to as the PSCO. Cardno will managethe office close to DepED Central Office (Manila) and in satellite offices in DepED regional offices V, VI,VII, VIII, X and National Capital Region with appropriate resources. This will include, but not limited to,providing personnel, security arrangements; logistics (e.g. equipment, furniture, supplies and othermaterials); procuring project vehicles; and maintaining utilities (e.g. phone lines, internet connections,electricity).

6.8 Implementing PartnersApart from the close working partnership with DepED, other important partners within the sector includethe Commission of Higher Education (CHED), Assessment Curriculum and Technology ResourceCentre, Research Centre for Teacher Quality, Philippine Business for Education and PhilippineBusiness for Social Progress.

6.9 Cross-Cutting Themes

6.9.1 BEST Communication Strategy

As part of the BEST Quality Management Manual, a draft BEST Communications Strategy has beenprepared and will be further developed in consultation with DepED and other implementing partners


over the next few months. Assisting in this process a Communications Specialist who will makerecommendations on the longer term communications support needs for BEST including assisting withthe development of an activity design. Included in any future communications support activity,consideration will have to be given to the basic education sector needs, including individual partnerinternal and external communication needs, plus that of BEST and how the Program interfaces with itsbroader stakeholder network. An important element in this will be the development of the Web-BasedResource.

BEST has a strong emphasis on communications for development as a cross-cutting theme. At thestrategic level, the program aims to provide high-level policy, strategic and technical advice to DFATand Government of the Philippines towards ensuring the development of effective and sustainableprogram-based communications approaches that promote, operationalise and communicate the ‘oneprogram’ strategy among BEST implementation teams and partners. At the project level, build capacityfor developing and implementing strategies among project implementing partners.

A draft of the Communications Plan has been developed which articulates strategies usingcommunication to influence and achieve BEST objectives. It outlines the ways of working to providemechanisms and protocol to interacting with DFAT, DepED, Implementing Partners and stakeholders.It also provides advocacy and a publicity work plan to promote BEST and share progress, best practiceexamples and lessons.

Cardno will be responsible for all necessary communication, knowledge and information managementfor the program. They have established and will maintain a functioning knowledge and informationmanagement system for the program. There is a Communications Plan that provides strategies that usecommunication to influence and achieve BEST objectives. It outlines the ways of working to providemechanisms and protocol to interacting with DFAT, DepED, Implementing Partners and stakeholders.It also provides advocacy and publicity work plan to promote BEST, share progress, best practice andlessons learned.

A Communications Strategy will include how communication strategies will be included in each activityin order to influence change. The Strategy will describe how BEST will communicate with stakeholders,the general public (in the Philippines and Australia) to highlight the work of the program. This will includehuman interest stories. The Strategy will outline how Cardno will support communication of appropriateinformation between and across key partners. This will include information about the delivery, advocacyand promotion of the program and its activities. The Communications Strategy will include a publicrelations work plan for international and national celebrations e.g. International Women’s Day,Indigenous people’s Day, International Literacy Day, World Teachers’ Day, International Children’s Day,and supporting DFATs participation in DepED’s annual Brigada Eskwela.

In terms of the specific BEST activities with implementing partners in the Philippines, BEST has a strongemphasis on a communications for development approach. Communications for development isdistinguished from other communication through its role in empowerment. It is not just public relationsor corporate communications. The approach will enable dialogue that allows education stakeholders tohave a voice, express concerns and participate in decision-making. A range of tools will be used thatinclude listening, building trust, sharing knowledge and skills and enabling debate on policy and change.

Key identified stakeholders will participate in a process to plan communications implementation anddrafting of key messages.


6.9.2 Change Management

Change management activities will be incorporated in the implementation of systems and technologiesto ensure that the organisational and institutional support structures are ready to embrace the changesthat will occur.

Cardno sees change management not as a stand-alone process but a series of connected strategies.The Change Management process will be an approach to transitioning individuals, teams, districts,regions and organisations with a stake hold in the education sector, to an agreed future state (articulatedin the bilateral agreement and design).

The approach will involve preparing implementing personnel for championing and modelling changemanagement, developing specific change management plans, implementing plans, collecting andanalysing feedback, diagnosing gaps and managing resistance, implementing recommended changesand celebrating success.

6.9.3 Research

Building a research culture in education offers the potential for transformative change in the way inwhich DepED operates. For this reason, action research is mainstreamed in relevant sub-componentsof BEST. Research is delivered either through RCTQ, ACTRC or may be sub-contracted by Cardno.

7 Approaches to Implementing Australian Government Policies inBEST

BEST recognises the need to discuss with all partners the approaches that may be adopted for ensuringthe meaningful incorporation of Australian Government policies mandatory for all aid activities intoplanning and implementation, within the context of broader education strategies for addressing suchpolicies.

The development of a BEST strategic approach is recommended to ensure that BEST activities andoutcomes reflect the aspirations of the partners with regards to gender, disability, child protection, anti-corruption, environment as well as meeting the requirements of Australia’s new development policy andperformance framework 2014.

Two fundamental concepts to be applied throughout the life of BEST are those of inclusive educationand child protection both of which emanate from the United Nations Convention on Human Rights (1948)and related conventions relating to the Rights of the Child and to the Elimination of All Forms ofDiscrimination against Women.

The concept of Inclusive Education recognises the right of every child regardless of ethnicity, religion,gender and physical or intellectual attributes or disabilities to receive a full basic education. Applied inan education system this means that the ultimate goal must be for as close to 100 percent as is possibleof all children to access, participate in and achieve as much as possible from their basic education andto do so without discrimination of any kind. In many countries such as Sweden, Germany, the UK, USAand Australia, the percentage of children accessing and successfully completing elementary educationis already at levels close to 99 percent. This should be the target for every education system worldwide.

Alongside this concept of inclusive education and ‘schooling for all’, sits the concept of child protection.It is fundamental to the UN’s Rights of the Child convention that each child has the right to a life free of


exploitation and abuse and that certain standards should apply in areas such as health and education.In brief, the school environment should present at all times be a place of safety and security.

Cardno has a Child Protection Policy, updated in 2013 to reflect Australian Aid’s new Child ProtectionPolicy, which has the objective to create and maintain productive environments for children to thedelivery of Australia’s overseas aid program. All Cardno personnel, national and international arescreened for their suitability to work closely with children and trained in this policy and in ways to identifyand deal with cases of abuse and exploitation that may occur. The BEST team will work with all partnersto ensure the most supportive, safe and productive schooling environment for all children – anenvironment based on respect and equality. Similarly, the other implementing partners also have ChildProtection Policies consistent with the requirements of Australian aid programs.

The principle of child equality will apply across all program activities and very specifically in thedevelopment and application of gender mainstreaming. Gender mainstreaming is the (re)organisation,improvement, development and evaluation of policies and processes, so that a gender equalityperspective is incorporated in all policies and practices at all levels and at all stages, and by all in theeducation system whether policy makers, administrators, school principals or classroom teachers.

As an initial step prior to finalising an overall strategic approach, BEST will develop an activity checklistas part of the Activity Design Document Guidelines to ensure consideration of cross-cutting themesduring activity planning. The checklist will be aligned with the thematic outcomes and core elements ofBEST cross-cutting strategies. The checklist will be used during 2015 as funding approval is sought forindividual component activities.

As a further step in the ongoing development of the M&E Plan, BEST will work on more detailedstrategies for addressing cross-cutting themes at the component level, recognising achievements todate within DepED and drawing upon lessons from other projects. These strategies are in addition andcomplementary to specific activities under both Components 1 and 2 that are focused on ensuring thatchildren from specifically disadvantaged contexts are participating and completing basic education.

To support the strategies outlined above, BEST will engage specialists over the next six months toprogress matters relating to gender mainstreaming, communications and environment issues. This willbe done with the Senior Specialist for Teacher Development leading the program’s approach to inclusiveeducation and disabilities. In close consultation and coordination with DFAT and relevant educationprogram stakeholders, the BEST team will explore research opportunities for inclusion in the next AnnualPlan. This may be in collaboration with other international and local agencies. In addition the Programwill focus on delivering learning and knowledge dissemination activities that assist to share the resultsof research and evaluations to program implementation partners and other sector stakeholders, tounderpin and strengthen cohesion across the education sector.

Cardno will design, commission and manage specific research and / or analysis identified in the AnnualPlan. This will be in close consultation with DepED, DFAT and relevant education program stakeholders.This may also be in collaboration with other international and local agencies.

Cardno will deliver and learning and knowledge dissemination activities that assist to share the resultsof research and evaluations. This will be with program implementation partners and other sectorstakeholders. This will underpin and strengthen cohesion across the education sector.


7.1 Central and Regional OfficesIt is expected that in early 2015 BEST will setup a long-term office either within the Central DepEDcomplex at Pasig or close-by. This facility will accommodate all of the Manila based Cardno recruitedpersonnel and other short-term specialists engaged over the course of the program.

In most regions BEST has already established a small office in the DepED Regional Offices to supportprogram operations and to accommodate PSCO personnel, including a Monitoring and Evaluation(M&E) Specialist who will work directly with technical counterparts and lead in the planning, monitoringand evaluation activities in the region.

7.2 Supporting the BEST Program

7.2.1 The PSCO will provide secretariat services for PSC and PMC and other meetingsas required. Refer to details in 6.5 Financial Management

Acting on behalf of the Australian Government, Cardno is responsible for the financial management ofall funds used to support the program and implementation of activities, including financial reporting,preparation of budgets and forecasts, basic financial training in the application of financial managementprocedures; formulating fraud control and audit procedures, plus submitting an audit report, due 20 June2015.

Other BEST implementing partners receiving direct grants from the Australian Government will beresponsible for financial management according to their respective Grant Agreements.

7.2.2 Subcontracting

It is expected that recruitment of all BEST personnel will be concluded before the end of 2014 includingexisting contractors transitioning across to the Program. As new activities commence in early 2015, it isexpected that further contracting will be required for further technical assistance. To address thisanticipated demand, Cardno will seek–identify a pre-qualified pool of international and local experts andfirms for potential deployment under BEST.

As part of the ongoing need to engage more TA, the PSCO will ensure that DepED, DFAT and otherimplementing partners are given the option to participate in the selection process, and that all personnelare briefed on cross-cutting themes and Australian Government policies on gender, disability, fraud andanti-corruption, child protection and environment. Where personnel are not locally engaged, Cardno willprovide briefings for all adviser personnel including an in-country orientation and introductory meetingswith Government of the Republic of the Philippines and DFAT where appropriate.

7.3 Web-Based ResourceThe development of a widely used web-based resource is an essential element of BEST for stakeholderaccess. It is proposed that during the first four months of 2015 there will be a staged development of theweb-based resource during which time the resource will promoted to Stakeholders. The web-basedresource is to store current relevant and frequently used documents on the site including but not limitedto report templates, orientation briefings, forms and policies. It will also allow networking and informationsharing between personnel facilitating capacity building and lessons learned, examples of good practice,information on impact and effectiveness and any research outcomes will be available on the site. Apassword-protected section will enables stakeholders to collaborate and monitor results, initial gains,accomplishments, expenditure, the number of adviser personnel planned and utilised, grant recipientsand status of grants, sub-contractors, and other management information.


7.4 Grant ManagementIn early 2015 BEST will engage a Grants Manager to assist in the design and implementation of thevarious incentive / leverage grants schemes and to establish appropriate processes and procedures,including risk mitigation measures. In this regard Cardno will maintain appropriate records for duediligence assessment, and to ensure that all recipient organisations adhere to clear procedures for theuse and acquittal of funds and provide training for all the relevant personnel in the management of suchfunds. Annual independent financial audits on the grants funds are to be conducted, withrecommendations and management responses through the Six Monthly Progress Reports.

7.5 Quality ManagementCardno has prepared a Quality Management Manual which covers a wide range of administrativeprocedures and guidelines on processes and policies to be followed.

7.6 Overall Management Support & Program PersonnelTo provide the necessary support to the PSC, PMC, Implementation Group, PSCO and TechnicalWorking Group, centrally and in the regions, the following indicative funding will be required:

Table 12 Indicative Funding


30 June 2015(AU$)

BEST Planning Workshops 37,000

BEST Scoping Activities 111,000

BEST PSC / PMC Meetings 6,000

BEST Implementation Committee / PSCO Meetings 273,800

BEST Technical Working Group Meetings 12,000

BEST Program Orientations 107,000

BEST Short Term Advisers on Communications, Gender, etc. 150,000

BEST Web-Based Resource 150,000

Total 846,800

The Program personnel are:

Table 13 Program Team

Name Position

Facilitating Contractor (Central Office – Pasig City)

Greg Ryan-Gadsden Team Leader

Bob Holland Operations Manager

Rutth Gerochi Senior Specialist - Organisational Development

Rechie Cruz Senior Specialist - Education Management Information System

Ricky Lozari Senior Specialist - Policy and Planning

Peter Grimes Senior Specialist - Teacher Development

Barbara Hodgins Senior Specialist - Curriculum and Assessment


Name Position

Rey Macalindong Senior Specialist – Monitoring and Evaluation

Clement Rasul Management Information System Specialist

Jane Deita Deputy Operations Manager

Ana Capuz Finance Manager

Roy Villabos Logistics Manager

Ernnel Pamplona Grants Manager

Adora Perez Implementation Team Liaison Manager

Joan Urieta Implementation Team Liaison Manager

Melissa Borela Implementation Team Liaison Officer

Regine Quilas Admin Assistant

Joy Aking Finance Officer

Arlene Dela Cruz M&E Assistant

Kay Katherine Zabala M&E Assistant

TBA Receptionist

National Capital Region – Metro Manila

Stella Mendoza M&E Field Officer

Irish Balungay Admin and Finance Officer

May Fontanilla Operations Officer

Legaspi – Region 5

James Lagria M&E Field Specialist

Lilian Maristela Admin and Finance Officer

TBA Operations Officer

TBA Driver

Iloilo – Region 6

Gemma Pedregosa M&E Field Specialist

Eleanor Arcayena Admin and Finance Officer


TBA Driver

Cebu – Region 7

Josephine Calag M&E Field Specialist

Arline Pangan Admin and Finance Officer

Rosalinda Lozano Operations Officer

Andy Quilang Driver

Tacloban – Region 8

Solitario Discar M&E Field Specialist

TBA Admin and Finance Officer


TBA Driver

Cagayan De Oro – Region 10

Christian ‘Neil’ Villagonzalo M&E Field Specialist

Janice Mateo Admin and Finance Officer

Eunice Pajo Operations Officer

Regan Aglegar Driver


Name Position

ACTRC

Esther Care Director

Therese Bustos Director

PBED

Chito Salazar President

Lovelaine Basillote Executive Director

Diane Fajardo Program Manager

PBSP

Rafael Lopa Executive Director

Marilyn Muncada Program Manager

RCTQ

John Pegg Director

Marilyn Balagtas Director

8 Unified Monitoring and Evaluation

8.1 Monitoring and Evaluation and the Theory of ChangeThe BEST Program ToC (see Figure 2 below) will be used as the M&E Framework of BEST. The design,requirements, and activities in M&E will be based on the approved ToC of BEST. The ToC provides thedesired outcomes of the Program, expected intermediate results for learners, and for DepED, proposedstrategies, and the range of options for implementation.

Since Program start up in August, a series of meetings and consultations were undertaken to enhanceand ensure responsiveness of the ToC to the current situation, relevance to the current initiatives ofDepED like the K–12 Program, and to ensure it captures the aspirations of education stakeholders. TheToC will also be used as main reference material for the base-lining activity, and for planning andtargeting.


Figure 2 Theory of Change

8.2 Activity Monitoring and EvaluationActivities under the Unified M&E of BEST will be focused on the design, establishment, andimplementation of the BEST Unified M&E System. This will involve a series of reviews, consultations,and orientations about the M&E processes and requirements. The activities will draw heavily on theresults of the Program’s Theory of Change, strategies and initiatives to be proposed by Programimplementers, and the design of the BEST Program Cycle Management framework. The Unified M&Eis targeted to be operational and use by all Program implementers and partners by end of 2015.

The following activities will be implemented in 2015:

> Orientation on BEST’s Theory of Change: All DepED implementers and non-DepED partners ofthe BEST Program will be given orientation on the BEST Program’s Theory of Change. This aimsto ensure common understanding of the Program’s direction and intent, as well as validate theProgram’s strategies and options.

> Baselining: One of the first major activities under the Unified M&E of the BEST Program is theestablishment of baseline data. Specifically, the activity covers performance review of target areas,validation of the target groups and / or beneficiaries, review of current and past programs of DepED,and assessment of organisation readiness to deliver basic education services under the K–12program. The baseline data and information will be used as inputs to the preparation of educationplans, and as basis for conducting evaluation studies in the latter part of Program implementation.


> Base-lining activity will be undertaken from January–December 2015. The submission of thebaseline report should coincide with DepED’s validation and preparation of their work and financialplan for 2016 and 2017.

Design, setup and implementation of the BEST Program Unified M&E System: The Program shallundertake the following activities:

> Designing of the M&E System commenced immediately during the start-up stage of the Program.This activity is mainly dependent on the finalisation of the Program’s ToC. Also included under thisactivity is the design of the stages and control points mechanisms, reporting and feedback process,reporting requirements, and monitoring forms.

> Setting up of the BEST Decision Support System, which will serve as the Program’s maininfrastructure for reporting, feed-back, and documenting accomplishments. This will be donethrough a webpage / site to be designed and operationalised by early 2015.

> Orienting Program implementers will be undertaken in the first quarter of 2015. All programimplementers from DepED and non-DepED partners will be oriented on the requirements,processes involved, and their reporting responsibilities under BEST.

The Unified M&E System is expected to be fully operationalised by the end of the second quarter of2015.

Tracking Progress and Ensuring Program Efficiency: Quarterly monitoring of performance will beconducted using the target against actual and cumulative accomplishment. This will be undertaken toensure efficiency of operations, identification of issues and bottlenecks, facilitate adjustments, andproactive response to potential implementation problems. A six-monthly progress review will also beundertaken to discuss thematic issues that will affect BEST implementation.

Outcome Evaluation: Continuing documentation of the Program’s gains and beneficiaries will beundertaken.

A six-month progress review: Will be implemented in June 2015 and December 2015. The reviewshall include discussion of thematic issues, as well as discussion of implementation accomplishmentsand bottlenecks. The objective is to address and resolve these issues immediately, and makeadjustments in the strategies in the annual plan. Documentations of accomplishments andimplementation issues will be reported in a six-monthly progress report. All BEST implementing unitswill submit their six-monthly progress report to the PSC

8.3 Building System CapacityThe use and sustainability of the Unified M&E system will be dependent on the appreciation andcompetencies of M&E by Program implementers. In this regard, the BEST Program will provide atraining course that aims to increase Program implementers’ compliance to the M&E reporting anddocumentation requirements, and to ensure proper maintenance of the Unified M&E system. Thecapacity building shall include the following:

> basic competencies on M&E;

> features of the BEST Program Decision Support System (DSS); and

> reporting and documentation requirements.


Differentiated training and technical will also be provided to different implementers. These includespecialised training focused per target group which may include:

> Designated M&E Coordinator who will be tasked to manage the M&E system;

> Technical implementers including education supervisors, and/or technical staff who will be using theM&E system’s outputs for analysis and for drawing insights; and

> Head of Offices to facilitate decision making and adjustments in strategies.

9 Indicative Budget 2014 – June 2015

The total budget for all implementing partners is estimated at AUD 26.3M and details of the breakdownare provided below.

Table 14 BEST Program Budget Summary 2014-15

Implementing PartnersCost to

30 June 2015(AUD)

Facilitating Contractor 10,318,610.08

ACRTC 1,000,000.00

RCTQ 1,900,000.00

PBED – Pre Service Scholarship 4,000,000.00

PBSP – Classroom Construction 10,000,000.00

Total 26,318,610.08

The total allocation for the Facilitating Contractor amounting to AUD 10.3M is inclusive of Personnel,operations, milestone payment and program costs. The detail estimates for the program costs percomponent / sub-component is provided in the table below.

Table 15 Facilitating Contractor Program Budget Summary 2014-15

Component / Sub-componentsCost to

30 June 2015(AUD)

Component 1 – Improving Teaching and Learning

1.1 Pre-Service Teacher Education 140,000

1.2 In Service Teacher Education 270,000

1.3 Leadership and Management 490,000

1.4 Curriculum & Assessment 380,000

1.5 Teaching and Learning Materials 0

1.6 Educational Facilities 0

1.7 Context Specific Learning Systems 277,253

Sub-total 1,557,253


Component / Sub-componentsCost to

30 June 2015(AUD)

Component 2 – Strengthening Systems

2.1 Policy & Planning 1,291,276

2.2 Unified Information System 1,249,360

2.3 Gender Mainstreaming 50,000

2.4 Organisational Development 2,954,186

Sub-total 5,544,822

Total 7,102,074

Table 16 Facilitating Contractor Estimated Activity Budget 2014-15 15

Sub-Components / ActivitiesCost to

30 June 2015(AUD)

1.1 Pre-Service Teacher Education

Capacity Building to transition CHED and TEIs into an OBE Quality Assurance System

140,000

Development of Master Plan for Teacher Education

Capacity Building to Transition CHED and Teacher Education Institutions

Development of a Pathways and Equivalencies System in the Philippines forTeacher Education which is relevant to ASEAN Integration

Development of a National Research Agenda for Teacher Education

Sub-total 140,000

1.2 In Service Teacher Education

TA for Office of USec Program and Projects 120,000

Study visit to Australia (SLATES Program): Strengthening Leadership and TeachingExcellence Skills (Metrobank Awardees)

150,000

Sub-total 270,000

1.3 Leadership and Management

Developing & Implementing Leadership & Management Program -

Strengthening the National Education Academy of the Philippines (NEAP) 175,000

Implementing Leadership & Management Program for School Heads 275,000

Brigada Eskwela 40,000

Sub-total 490,000

1.4 Curriculum & Assessment

K to 12 Senior High School Program Implementation - Curriculum Rollout 120,000

Refinement, redevelopment and alignment of various special curricula (SPED,multigrade, Alternative Learning Systems)

40,000

Facilitation and management of various curriculum development processes 40,000

Development of the K–12 assessment system led by the NETRC 40,000



30 June 2015(AUD)

Refinement, validation ad finalisation of early grades assessment materials SReA,Phil-IRI, EGRA, EMRA

40,000

Articulation of the complete assessment system as a DepED policy 35,000

Review of Kindergarten materials to support 19 mother tongue teaching andlearning

35,000

Redevelopment of Grade 1 and Grade 7 teachers' guides and Learners' materials toalign with enhanced curriculum

30,000

Sub-total 380,000

1.5 Teaching and Learning Materials Not included in theFC budget

Creation of a liaison group to act on recommendations of the Tablet Project and topursue other pedagogical implications of ICT integration

Text Book call for year 11–12 text books

Development of Grade 4 and Grade 10 Teachers’ Guides and Learners’ materials

Review of Kindergarten learning materials to support 19 mother tongue teachingand learning in K–3

Redevelopment of Grade 1 and Grade 7 teachers’ guides and learners’ materials tobetter align with the Enhanced K–12 curriculum

Sub-total Nil

1.6 Educational Facilities

Construction of 252 classrooms (Philippine Business for Social Progress) Not included in theFC budget

Sub-total Nil

1.7 Context Specific Learning Systems

Technical Assistance to IPsEO 100,832

Office of Muslim Education (OME) including Training programs 136,421

TA support to programs for children with disabilities 40,000

Sub-total 277,253

2.1 Policy & Planning

Start Up - Orientation and Planning Workshops -

Monitoring & Evaluation 245,244

Formulate and finalize the BESMEF -

Analyse baseline situation in the 6 BEST Program Regions 572,977

Prepare a National Education Plan -

Process documentation of the Planning and M&E systems of DepED 177,000

Design the Capability Building Program on Education Planning and M&E -

Training on Data Analysis for Education Supervisors and Planning Officers -

Implement Quarterly Reviews Using KPIs in 6 BEST Regions 296,055



30 June 2015(AUD)

Sub-total 1,291,276

2.2 Unified Information System

Continuing Maintenance of the LIS and EBEIS 40,842

Development & Implementation Personnel Tracking System 31,579

Re-engineering & Implementation Learning Resources 68,421

Implementation of GIS 26,316

Implementation of PMIS 10,415

Establish DepED Data Centre & Technology Infrastructure 934,375

Development of UIS Architecture & Implementation 31,579

Development and Maintenance of Information Systems (Transition ADD) 105,833

Sub-total 1,249,360

2.3 Gender Mainstreaming

Recruitment, TA & meeting and travel costs 50,000

Sub-total 50,000

2.4 Organisational Development

Total Quality Management 56,238

Implementation of RatPlan 625,019

Performance Monitoring and Coaching for DepED 300,000

Designing & Installing an Internal Communications System 357,928

Improving major business processes 275,000

Strengthening the implementation and management of school-based management(SBM) policies, processes and systems 200,000

Setting Up & Strengthening Bureau of OD & Human Resources 190,000

HRM System 250,000

Communication Packages for K to 12 275,000

Strengthening the external networking capacities to engage public support for K to12 200,000

Strengthening the coordination processes between division and schools levelsthrough continuous improvement 225,000

Sub-total 2,954,186

GRAND TOTAL 7,102,074

10 Risk Management Matrix

The BEST design document provided a comprehensive view of potential risks and how they would bemanaged during the impelemntation of the program. The matrix that follows offers a more limitedperspectrive from the view of the sub-components. Please see Annex 3.


BEST First AnnualPlan

ANNEX

1THEORY OF CHANGE – SUMMARY


Overview of ImplementingPartners

ANNEX

2

IMPLEMENTINGPARTNERS


Implementing Partner Assessment Curriculum and Technology Research Centre (ACTRC)

Description ACTRC is a joint research centre between the Assessment ResearchCentre at the University of Melbourne and the College ofEducation, University of the Philippines. The Centre is fundedby Australian Aid through the Public Sector Linkages Program.

Project/ Study Name BEST Programs of Research

Goals/Objectives Primary Focus of ACTRC in approaching assessment:

1. To inform teachers re where to intervene for students2. To indicate the degree to which students are meeting the aspirations

of the K-12 reform3. To contribute to policy through evidence based research

Program Targets/Milestones

2015+ Programs of Research:

Tracking of student achievement with explanatory factors Contribution to national assessment framework and programs Classroom assessment practices Monitoring of (spiral) science Curriculum Monitoring of progress in the context of MTB-MLE Teacher tools for students with additional needs ICT in education

facilitation


Implementing Partner Philippine Business for Education (PBEd)

Description PBEd is the business community’s response to the need for consensusand sustained advocacy in education reform. It aims to become the voiceof the business community.

Project/Study Name Scholarships for Teacher Education Programs to Upgrade TeacherQuality in the Philippines (STEP-UP)

Goals/Objectives 1. Contributing to the pool of high quality teachers in public schoolsthrough 1,000 scholarship places;

2. Uplifting the image of the teaching profession and make it anattractive career option for the Filipino youth and professionals; and

3. Fostering greater collaboration among institutions in helping thePhilippine Government improve its basic education service delivery.


2015- Preparatory activities 2016- Graduate 50 scholars 2017- Graduate 450 scholars 2018- Graduate 490 scholars 2019- Graduate 100 scholars


Implementing Partner Philippine Business for Social Progress (PBSP)

Description PBSP is a non-profit organization that unites like-minded businessesbehind a singular aim to make the benefits of business be felt by anincreasingly larger constituency through inclusive business practices thatencourage new enterprises, greater access to capital, greater synergiesleading to self-reliance and transparency.

PBSP is continuously observing trends in Overseas DevelopmentAssistance through various multi-lateral agencies that are looking forlocal organizations to manage their social investments. Leaning towardsleveraging the improvements within the framework of Public-PrivatePartnerships, the foundation is steadily functioning to further strengthenits capacity to respond to these opportunities.

Project/Study Name Classroom Construction Support – Philippines

Goals/Objectives 1. Assist the DepEd increase access to education and improve qualityof learning environment through:

2. Building of 252 classrooms within appropriate standards and inplaces where there is great need.

3. Capacity building programs for school officials, Municipal LSBs,PTAs and community stakeholders for school based management,with focus on classroom construction and maintenance.


Target Classroom constructed: 2014-2015: 294 classrooms 2015-2019: 706 classrooms

TOTAL: 1,000 classrooms

Target Post Construction: School Desks 2014-2015: 13,230 desks 2015-2019: 31,770 desks

TOTAL: 45,000

Potable Water System installed 2014-2015: 98 water systems 2015-2019: 273 water systems

TOTAL: 371 water systems

Capacity Building (CapB) - Parents Teachers Association (PTA) 2014-2015: 198 CapB 2015-2019: 648 CapB

TOTAL: 666 CapB in relation to PTA

Capacity Building (CapB) - School Heads (SHs) 2014-2015: 98 CapB 2015-2019: 124 CapB

TOTAL: 222 CapB in relation to SHs

Capacity Building (CapB) - Local School Boards 2014-2015: 31 CapB 2015-2019: 80 CapB

TOTAL: 111 CapB in relation to Local School Boards


Implementing Partner Research Center for Teacher Quality (RCTQ)

Description The Research Center for Teacher Quality (RCTQ) was establishedthrough the efforts of the Science, ICT and Mathematics Education forRural and Regional Australia (SiMERR) Research Centre based at theUniversity of New England (UNE) in partnership with the PhilippineNormal University (PNU), the National Center for Teacher Education. Itwas established in October 2012 through a Memorandum ofUnderstanding (MOU) signed between the Vice Chancellor of UNE, Dr.Jim Barber and the President of PNU, Dr. Ester B. Ogena.

Through the support of the Department of Foreign Affairs and Trade(DFAT) of the Australian Government, RCTQ aims to conduct highimpact applied research directed at strengthening teacher quality in thePhilippines.

Project/Study Name Teacher Development Needs Study (TDNS) - School EffectivenessStudy

Develop mental-NCBTS (D-NCBTS) - Teacher Quality Study & SeniorHigh school Readiness

Pre-service Teacher Development Needs Study (PTDNS) - Outcomes-based Pre-service Education Program

Developmental-National Competency-based Teacher Standards (D-NCBTS) - Outcomes-based Program for Practicum Students

Teacher Educator Development Needs Study - Outcomes-basedGraduate Education Program

Goals/Objectives 1. School Effectiveness Study Identifying characteristics that lead to school effectiveness in

improving student achievement in Mathematics, Science, Englishand Filipino and other areas.

Involves: (i) classroom teachers’ qualities and practices; (ii)leadership and management practices; (iii) infrastructure,financial and other resources.

2. Teacher Quality Study Use professional standards for teachers and teachers’ content

and pedagogical knowledge as basis of their professionaldevelopment programs for teachers, and in evaluating,accrediting, and incentivizing their quality performance.

3. Senior High school Readiness Evidence-based advice in planning professional development

programs for SHS teachers.

4. Pre-service Teacher Development Needs Study (PTDNS) -Outcomes-based Pre-service Education Program


Assist development of course syllabi in pre-service teachers’curriculum in Mathematics, Science, English and Filipino and inprofessional education.

5. Developmental-National Competency-based Teacher Standards (D-NCBTS) - Outcomes-based Program for Practicum Students Link CHED with DepED in helping experienced in-service

teachers support pre-service teachers to meet standards toattain the first career stage.

6. Teacher Educator Development Needs Study - Outcomes-basedGraduate Education Program Develop a curriculum framework for graduate teacher education

programs informed by the professional standards for teachers.

7. Review of Accreditation of Programs and TEIs based on Typology – Provide TA and research evidence in using professional

standards for teachers in accrediting programs and institutionson teacher education.


1. School Effectiveness Study Strengthening SBM SIP + continuous improvement School staffing and career paths Research on Schools Operations management

2. Teacher Quality Study Defining standards for teachers/HT Training/retooling for

Teachers Results-based Performance Management System Policies on recruitment hiring, compensation and career pathing Issue policy on LAC

3. Senior High school Readiness Issue policy on SHS implementation Retooling teachers and HTs

4. Pre-service Teacher Development Needs Study (PTDNS) -Outcomes-based Teacher Education

5. Alignment with K to 12Developmental-National Competency-based Teacher Standards (D-NCBTS)

Outcomes-based Teacher Education K to 12 Alignment TEI and DepED Articulation


6. Teacher Educator Development Needs Study Outcomes-based Graduate Education ASEAN Integration Internationalisation

7. Review of Accreditation of Programs and TEIs based on Typology Outcomes-based Education Typology of Institutions for Quality Assurance


ANNEX

3Risk Management Matrix


Consequence(refer to matrix)

Likelihood(refer to matrix)

RiskRating(refer tomatrix)

Consequence(refer to matrix)

Likelihood(refer to matrix)

RiskRating(refer tomatrix)

The in-service teacher developmentactivity is not sufficiently effective inimproving teachers’ pedagogical skillsand building teacher content knowledgebecause of lack of time and inconsistencyin delivery of modules.

Planning is considering the mode andcontext of delivery as well as quality ofthe in-service training modules

Major Likely High No

Close monitoring of the delivery ofmodules will be required andadditional support for teachersorganised. This will need to be linkedto the development of LACs and indeveloping the role of senior teachers,Principals and superintendents asmentors and critical friends of teacherswho can implement and supportteacher development at school anddivisional level.

DepEDNEAPBEST

Jan-15 Major Possible High

There is a delay in the application ofaction learning principles, reflectivepractice and classroom based researchinto teacher development activitybecause of the culture shift required onthe part of teacher educators anddivisions / schools.

A process is in place to implementstrategies to enable a change in cultureof teachers and principals. The strategieswill communicate the benefits of a newapproach to teaching practice andopportunities to grow professionallywith respect to the approach. Thisincludes a communication strategy for allsupported activities.


Ensure that teacher trainers receivesupport and training on ways in whichthe application of action learningprinciples, reflective practice andclassroom based research can beworked into existing teacher trainingmodules due to be delivered in May /June 2015.Closely monitor the delivery ofmodules and identify areas ofineffective practice which can beaddressed strategically.

BESTNEAPDepED


There is a delay in the development ofthe collaborative working practicesrequired to enable Capacity Building totransition CHED and TEIs into anOutcomes- Based Education QualityAssurance System

Forums and meetings are planned toengage CHED (in the first instance) andTEIs in the new curriculum pedagogy andOutcomes- Based Education QualityAssurance System.

Moderate Likely High No

Ensure close monitoring of theorganisational development processesrequired to establish closecollaboration between CHED and TEIs;where delays appear likely work closelywith key stakeholders to problem solveand establish pragmatic and achievablesolutions. Ensure that CHED’s seniorofficials receive capacity building onthe conceptual foundations andoperational intricacies of OutcomesBased Education.

BESTCHEDTEIs


Teachers not having ICT skills, electricityand hardware to access and use electronicresources.

Plans to communicate strategies toregional offices and schools that willenable access to curriculum materials.E.g. Regional offices accessing andprinting materials for distribution.

Moderate Possible High No

All schools need access to IT equipmentand all teachers need to be trained inuse of LRMDS and possibly smart boardsif they become part of the reform.Regional offices to have access toresources and arrange printing at theregional level for schools without ICTskills or access.

DFAT;TEIs and or IT sectionof DepED to providetraining.

Jan-15 Moderate Possible High

DepED trying to complete too many majorprint and electronic teaching and learningmaterials prior to 2016 election. Teachersget swamped with materials with no timeor in-service to support their use. So riskis materials will sit on shelves or staypacked in the boxes in which they weredelivered.

Planning is in place for a phasedapproach to distribution in line with theroll-out. E.g. Grade 4 and Grade 10 in2015. Discussions commenced onlogistics process for distribution.


Production and delivery of materials isphased to align with curriculum roll-out.Teacher education integrate thematerials within pre and in-serviceteacher training.

InstructionalMaterials Unit ofDepED; TeacherEducation Institutes;


C. Education leaders andmanagers are better able tomanage education learningsystems

LRMDS is not fully capable of hostingimportant learning modules for massaccess

LRMDS appears capable of hostingdocuments and is being refined toenable easier navigation e.g. searchfunction.


Advance scheduling of BEST events;official memo from USec’s Officesignifying the BEST event as priority;Streamlining of BESTevents/interventions – specialistssynchronises activities very carefully

Service providersand Office of USecRivera, Specialists

Jan-15 Major Unlikely Moderate

E. Regions are able to timelycustomise and/or adopt policiesand programs to the uniquerequirements of differentdivisions

Regions don't have time or inclination toadopt policies or adapt training andmaterials to the context of the location.

Plans in place to share the vision of BESTsupported DepED initiatives andbenefits to the students, teachers,principals, parents and community in theregion. Specific Communicationsstrategy is in the planning stage.

Moderate Possible High No

Regional staff are included in trainingand organisational arrangements forimplementation of activities in theirregions.

Jan-15 Moderate Unlikely Moderate

Maintaining the UIS server in a high-risklocation like the EducationalDevelopment Projects ImplementationTask Force building compromises systemsecurity and increases probability ofdowntime during a disaster

Planning is underway for a more securelocation for UIS hardware.


Prioritise the migration of the UIStechnology infrastructure to a safe andsecure location identified by DepED

ICT Service; UISTechnical workingGroup

Jan-15 Major Unlikely Moderate

Competing and overlapping activities ofthe different components and DepEDpriorities tend to reduce the absorptivecapacity of system users andimplementers

Specialists are working with DepED withrespect to a joint implementationschedule to ensure all planned andapproved activities are completed. Someelements of activities will be donejointly for efficiency as they often drawon the same personnel.


Streamline activities among thedifferent components and rationaliseactivities within the component.

BEST TechnicalWorking Group &Technical AssistantTeam Jan-15 Major Possible High

Personnel at risk in terms of security inRegion X (Mindanao)

Security briefing as part of on-boardingstaff

Severe Possible High No No travel policy on areas with safety and security concerns.

Cardno support staffSevere Unlikely High

Personnel at risk when in the field duringtyphoons

Personal safety briefing as part of on-boarding

Major Possible High No No travel policy on areas with safety and security concerns.

Cardno support staffSevere Unlikely High

Personnel at risk in terms of securityespecially in Region X (Mindanao) due toculturally inappropriate behaviour

Planning cultural competence trainingSevere Possible High No

Implement cultural competencetraining

Cardno support staff

Severe Unlikely High

Target rating when ProposedTreatments are in place

RISK REGISTER: BASIC EDUCATION SECTOR TRANSFORMATION (BEST) PROGRAM

Risk Owner: BEST

Risk Ratings and Treatments Approved by: Jane Papasergio

To whom are they being escalated?

To whom are they being de-escalated?

Date of Next Review:Date of Last Review: 16 January 2015

Do any risks need to be escalated? No

Are any risks being de-escalated? No

Person Responsiblefor Implementing

Treatment/s

ImplementationDate for Proposed

Treatment/s

Is risk ratingacceptable?

Y/N(if no, please

proposetreatments)

Proposed Treatments(If no further treatment required or available,

please explain why)

Risk rating with existingcontrols in place

Objective/s

Personnel remain safe

Risk No. Risk(what will prevent you achieving the objective/s?)

Existing Controls(what's currently in place?)

B. Teachers are better qualifiedand capable to deliver thecurriculum