1

The BESRA Challenge

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Vision: Functionally Literate Filipinos

learning

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•

SBM

Critical

resources

Hiring and deployment

Training

Certification Program

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•

•

• Teachers benefits and Welfare

• Pre school

• Feeding

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Food for school

Every Child a Reader

Multi Grade

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• Distance and alternative learning

Sch

oo

ls

Tea

cher

s

Stu

den

ts

Cu

rriculu

m

ECE

Alternative Learning Accreditation & Equivalency

NCAE + Counselling

CHED

College/ University

TESDA

Technical Vocational

Labor Force

INDUSTRY

GASTPE

Teacher Development and Supply

-Dropouts

Basic Education Framework

B A S I C E D U C A T I O N Elementary High School

Public Schools Private Schools

DSWD DOH LGUs

BEC

Tech Voc

English, Science, Math

NAT

NCAE

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•

•

•

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• A & E

Special Education

Grade 1Readiness

Test

ICT in Education Partnerships with Private Sector/Industry

••

• Increase spending for Basic Education

Governance

3

Goal of Basic Education:Make every Filipino functionally literate.

EFA 2001-2015

BESRA2005-2010

MTPDP2004-2010

4

Policies and Thrusts2007-2010*

1. Make quality basic education accessible to all.2. Reduce the number of out-of-school youth and

adults.3. Leap frog the quality of basic education into global

standards (Basic Education Sector Reform Agenda or BESRA)

4. Increase spending for basic education from all possible sources (public national + local, private sources, ODA)

5. Tighten system governance and enhance school-based management.

* DepED Order 24, s. 2007

5

Scope/Coverage of BESRA

People

Equipment,Resources

Finances

Business Processes

Products& Services

Structure

The Manager

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BESRA Key Result AreasKey Result Thrust 1. Schools and SBM

Key Result Thrust 2. Teachers and their Development

Key Result Thrust 3. National Learning Strategies and Quality Assurance & Accountability

Key Result Thrust 4. Early Childhood, Alternative Learning and Private Education

Key Result Thrust 5. Institutional culture change of DepED, modernization of finance, technological, administrative environments

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Major Policies Developed Recently1. Standards and Framework for Effective SBM (KRT 1)

2. SBM Primers per Domain of Practice (4) (KRT 1)3. Policy on School Heads Provision (KRT 1)4. National Competency-Based Teacher Standards (KRT 2) 5. Manuals on SIPlanning, School Governance, Assessment

of SBM Practice (KRT 1)6. Drilling Down of School MOOE (KRTs 1 and 5) 7. Quality Assurance and Accountability Framework (KRT 3)8. Manual on Simplified Accounting System (KRT 5)9. Customized (DepED-specific) Procurement Manual (KRT 5)10. Guidelines on SBM Grant Availment, Utilization and

Liquidation (KRT 5)11. DepED OPES (Organizational Performance Evaluation

System)

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1. Creation of Internal Audit Service (IAS) at the Central Office

2. Full implementation of eNGAS

3. Compliance to COA Audit findings

4. Integrated system of planning and budgeting to include procurement, accounting and school planning

5. Customized Financial Management Manual/s

6. Installation of Human Resource Information System

7. Equitable resource allocation for offices and schools (PS, MOOE, CO)

8. Intensive capacity-building of concerned personnel in planning, financial management, educ’l. leadership, etc.

9. System/Procedures for Asset Management in DepED (school sites, classrooms/buildings, equipment and furniture, textbooks and other IMs, vehicles)

10. Development of Competency Standards for non-teaching personnel

Ongoing Policy Actions

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Major Challenges Ahead

Quality Management *

1 Quality Planning

2 Perform Quality Assurance

3 Perform Quality Control

Before the production process

After the production process

During the production process

Focused on setting quality objectives and necessary processes that will ensure achievement of quality objectives

Monitoring specific results to determine whether they comply with relevant quality standards and identify ways to eliminate unsatisfactory results

Application of planned, systematic quality activities to ensure that all processes employed will meet requirements

¨Do the right things¨

¨Do things right¨ ¨Done the right things right¨

* KRT 3. Quality Assurance and Accountability Framework

Monitoring & EvaluationSystems Considerations

Learner

School

Teacher

Central

Region

Division

DistrictEMIS

&ICT

Consolidates Informationat various levels

Facilitate Communicationat various levels (Feedback)

Management Level

“Change effects change”

-systems-based theory

Central LevelCentral Level

RegionRegionLevelLevel

DivisionDivisionLevelLevel

DistrictDistrictLevelLevel

SchoolSchoolLevelLevel

Learning CenterLearning CenterLevelLevel

ClassroomClassroomLevelLevel

LearnerLearnerLevelLevel

Stake

holder

s

Stake

holder

s

Stake

holder

s

Stake

holder

s

Stakeholders

Stakeholders

What is the strongest chain?

Where is the strongest chain?

When is the chain strong?

Who in the chain is strong?

Why is the chain strong?

What is the weakest chain?

Where is the weakest chain?

When is the chain weak?

Who in the chain is weak?

Why is the chain weak?

1.0 Systems Perspective:

Strengthening the Education Delivery System twg - qaaf

Central LevelCentral Level

RegionRegionLevelLevel

DivisionDivisionLevelLevel

DistrictDistrictLevelLevel

SchoolSchoolLevelLevel

Learning CenterLearning CenterLevelLevel

ClassroomClassroomLevelLevel

LearnerLearnerLevelLevel

Stake

holder

s

Stake

holder

s

Stake

holder

s

Stake

holder

s

Stakeholders

Stakeholders

Clearly established goals & targets

2.0 Systematic Approach:

Strengthen Each Chain in the Education Delivery System

Integrated Planning, Implementation & Control Process

Defined roles & responsibilities

Outcomes (results)

Standards

twg - qaaf

In All LevelsIn All Levels

At Each LevelAt Each Level

Outputs (accountabilities)

Processes

Inputs

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How to do QAA system-wide

Standards of inputs that schools should be provided

Standards of processes that schools should attain in their operations

Standards of outputs their operations should achieve among their students

Standards necessary for districts, divisions, regions and central offices to support and assure that schools achieve and maintain quality standards

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How to promote welfare and benefits of teachers and other DepED personnel?

Instructional materials and methods Salaries and step increments Loyalty pay and other mandated dues Leave credits, health care Security

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Enabling Policy

Environment

Technical & LogisticalSupport

Performance-Driven

Leadership w/Accountability

SoundShared

GovernanceEmerging Paradigm

GreaterResource

Mobilization

Higher Learning

Outcomes

Quality-Assured

BE