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The BESRA Challenge. •. ICT in Education . •. Partnerships with Private . Sector/Industry. •. Increase spending . Teacher Development . for Basic Education. •. BEC. and Supply. •. Tech Voc. •. Food for . •. Hiring and . •. English, . school. deployment. Science, Math. •.

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slide2

ICT in Education

Partnerships with Private

Sector/Industry

Increase spending

Teacher Development

for Basic Education

BEC

and Supply

Tech Voc

Food for

Hiring and

English,

school

deployment

Science, Math

SBM

Curriculum

Every Child a

Students

Schools

NAT

Training

Teachers

Reader

Critical

NCAE

Certification

learning

CHED

Multi

Grade

Program

A & E

resources

Distance and

Teachers

Special Education

alternative

benefits and

Pre

school

College/

learning

Welfare

Feeding

University

Elementary

High School

Technical

Grade 1

Public Schools

Vocational

NCAE +

Readiness

Private Schools

Counselling

Test

TESDA

Drop

outs

DSWD DOH LGUs

GASTPE

Labor Force

Accreditation & Equivalency

Alternative Learning

INDUS

TRY

Vision: Functionally Literate Filipinos

Governance

-

-

?

B A S I C E D U C A T I O N

ECE

-

Basic Education Framework

slide3
Goal of Basic Education:

Make every Filipino functionally literate.

EFA

2001-

2015

BESRA

2005-

2010

MTPDP

2004-2010

policies and thrusts 2007 2010
Policies and Thrusts2007-2010*
  • Make quality basic education accessible to all.
  • Reduce the number of out-of-school youth and adults.
  • Leap frog the quality of basic education into global standards (Basic Education Sector Reform Agenda or BESRA)
  • Increase spending for basic education from all possible sources (public national + local, private sources, ODA)
  • Tighten system governance and enhance school-based management.

* DepED Order 24, s. 2007

scope coverage of besra
Scope/Coverage of BESRA

Structure

Finances

Equipment,

Resources

Business

Processes

The Manager

People

Products

& Services

besra key result areas
BESRA Key Result Areas

Key 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

major policies developed recently
Major Policies Developed Recently
  • Standards and Framework for Effective SBM (KRT 1)
  • SBM Primers per Domain of Practice (4) (KRT 1)
  • Policy on School Heads Provision (KRT 1)
  • National Competency-Based Teacher Standards (KRT 2)
  • Manuals on SIPlanning, School Governance, Assessment of SBM Practice (KRT 1)
  • Drilling Down of School MOOE (KRTs 1 and 5)
  • Quality Assurance and Accountability Framework (KRT 3)
  • Manual on Simplified Accounting System (KRT 5)
  • Customized (DepED-specific) Procurement Manual (KRT 5)
  • Guidelines on SBM Grant Availment, Utilization and Liquidation (KRT 5)
  • DepED OPES (Organizational Performance Evaluation System)
slide8

Ongoing Policy Actions

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

slide10

Quality Management *

1Quality Planning

2Perform Quality Assurance

3 Perform Quality Control

Before the production process

After the production process

During the production process

¨Do the right things¨

¨Do things right¨

¨Done the right things right¨

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

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

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

* KRT 3. Quality Assurance and Accountability Framework

slide11

Monitoring & Evaluation

Systems Considerations

Management

Level

Central

Region

  • Consolidates Information

at various levels

  • Facilitate Communication

at various levels

(Feedback)‏

Division

“Change effects change”

-systems-based theory

EMIS

&

ICT

District

School

Teacher

Learner

slide12

Learner

Level

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?

Learning Center

Level

Stakeholders

District

Level

Classroom

Level

Division

Level

School

Level

Stakeholders

Region

Level

Central Level

Stakeholders

1.0 Systems Perspective:

Strengthening the Education Delivery System

twg - qaaf

slide13

In All Levels

Clearly established goals & targets

Learner

Level

Learning Center

Level

Defined roles & responsibilities

Stakeholders

District

Level

Classroom

Level

Integrated Planning, Implementation & Control Process

Division

Level

At Each Level

School

Level

Stakeholders

Outcomes (results)‏

Region

Level

Standards

Outputs (accountabilities)‏

Central Level

Processes

Stakeholders

Inputs

2.0 Systematic Approach:

Strengthen Each Chain in the Education Delivery System

twg - qaaf

how to do qaa system wide
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
how to promote welfare and benefits of teachers and other deped personnel
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
slide16

Greater

Resource

Mobilization

Enabling

Policy

Environment

Higher

Learning

Outcomes

Technical &

Logistical

Support

Quality-

Assured

BE

Performance-

Driven

Leadership w/

Accountability

Sound

Shared

Governance

Emerging Paradigm