Transcript Title of report - Multilingual Philippines

BESRA Progress Report
(based on the final draft of the BESRA Implementation
and Accountability Plan, 2010-2012)
National MANCOM Meeting
February 23, 2010
KTR1 (SBM): Objectives
By end of SY 2009-2010, 90% of schools shall
have reached Level 1.
By end of SY 2010-2011, 50% of schools in Level
1 in SY 2009-2010 shall have reached Level 2.
By end of SY 2011-2012, at least 50% of schools in
Level 2 in previous school year shall have
reached Level 3.
SBM Framework and Standards
Improved Learning Outcomes
Level 3
Management of
SCHOOL
• resources
Level 2
• classroom instruction
• learners’ performance
Level 1
Schools and
communities maximize
efforts to achieve
learning outcomes
Schools demonstrate capacity to
intensify mobilization of resources
and maximize efforts towards
achievement of desired learning
outcomes
Schools comply with the minimum requirements for
securing and managing inputs, establishing and developing structures and
mechanisms and improving processes that affect instruction to produce
desired levels of outputs leading to improved learning outcomes
GOAL: Improved Learning Outcomes for All
Overall Objective of SBM: By end of SY 2011-2012,
at least 50% of schools in Level 2 in previous school year shall have
reached Level 3 of SBM Practice.
Institutionalization of SBM
School Accountability System
Quality Management System -- continuous process of school
improvement planning, implementation and monitoring and
evaluation
Competency-Based
Hiring/Selection and
Promotion System
Competency-Based
T&D System
School-Based Resource
Mobilization and
Management System
Major Systems
Provision of full-fledged
school head and teacher items
Capability-Building
Program
Basic Inputs
Provision of material
and financial resources
KTR 1 (SBM): Targets in SY 2009-2010
Targets
Status as of end of December 2009
1. all schools/schools
clusters without fullfledged school heads shall
have been managed by a
head teacher or principal
or lead principal (as an
interim arrangement).

2. all schools shall have
established a schoolcommunity partnership
and have oriented the
stakeholders on SBM

draft guidelines for the clustering of
schools and reclassification of
principal items have been prepared
20,113 (45%) schools were reported
to have been oriented on SBM (incl.
school-community partnership)
 17,314 ( 38.35%) schools were
reported to have organized the SGC
 SGC Manual for reproduction
KTR 1 (SBM): Targets in SY 2009-2010
Targets
3. all schools together with
the community shall
have started the process
of preparing the SIPs.
4. all schools shall have
directly received and
managed their MOOE
allocation
Status as of end of December 2009
 26,326
(58%) schools were
reported to have SIPs
 SIP manual for reproduction
 23,478
(52%) schools were
reported to have been trained on
simplified accounting procedures
for non-IUS
 As of August 2009, 70% of the nonIUS have received their MOOE in
cash; but total MOOE
downloaded was only 55%.
KRT 2 (TED): Objectives
Overall Objective: By end of 2011, a
competency-based systems for hiring,
deployment, performance appraisal,
promotion, and continuous personal and
professional development of teachers shall
have been operationalized in all regions
and divisions nationwide.
KRT 2. Teacher Education and Development

DepED Order No. 30, s. 2009 adopts the competency-based
Training and Development System
T&D System
NCBTS
• TNA
• Planning,
Programming and
Designing
• Training Delivery
• Monitoring and
Evaluation
School Level-Initiated
T&D of Teachers
T&D Structure
National Level (with NEAP
as overall T&D Manager)
Regional Level -NEAP
in the Regions
Divisional Level - T&D Unit
School Level
School-/ClusterBased T&D structures/
mechanisms
Operationalization of NCBTS-based T&D System
Preparation and Implementation of NCBTS-based Regional Plan
for Professional Development (as part of REDP)
Preparation and Implementation of NCBTS-based Division Plan for
Professional Development (as part of DEDP)
School Level
Preparation and Implementation of School Plan for
Professional Development (SPPD) as part of SIP
Self-Assessment of
Teachers using the TSNA
tools
Preparation of Individual
Plan for Professional
Development (IPPD)
Conduct of TSNA and Preparation of IPPD
•
DepED Order No. 32, s. 2009 mandates the
adoption and implementation of the NCBTS TSNA
and IPPD and integration of its system operations
in the overall program for continuing teacher
capacity building.
•
18,898 schools were reported to have been
oriented on the TSNA and IPPD.
Conduct of TSNA and Preparation of IPPD
Immediate Next Steps:
a. Division Offices to:
• (re)orient schools and teachers on the purpose of the TSNA
process and preparation of IPPD
• assist schools in validating, analyzing and consolidating
results for incorporation in the SIPs;
• assist schools in establishing school-based T&D structures or
mechanisms; and
•
incorporate NCBTS-based INSET programs in the DEDP (those
that can be best addressed at the DO level).
b. ROs to incorporate NCBTS-based INSET programs in the REDP
(those that can be best addressed at the RO level)
c. CO to issue guidelines on the operationalization of the T&D
System, particularly at the school and division levels, including
use of INSET funds and other resources.

Adoption of Competency-Based Instructional Supervision
- the CB-Instructional Support Handbook/Manual has been
finalized

Application of NCBTS in Hiring, Promotion and
Performance Appraisal of Teachers

Hiring of Teachers: DepED Order # 20 s.2009 entitled
“Further Revisions to the Hiring Guidelines for Teacher 1
Positions under DepED Order #4 s.2007 “ – based on
NCBTS was issued.

Performance Appraisal of Teachers: final draft of the
revised PAST or Performance Appraisal System of
Teachers (anchored on NCBTS) has been prepared; for
pilot implementation in selected divisions.
KRT 3. Quality Assurance and Accountability
and Learning Support
A.
National Learning Strategies
1.
Implementation of the MTB-MLE Program

Draft Strategic Plan for the implementation of DepED
Order No. 74 has been prepared

On-going implementation in selected schools
2.
Implementation/institutionalization of learning innovations
•
On-going review of existing ADMs such as MISOSA,
IMPACT, Project EASE and Open HS (including assessment
of financial requirements as well as economic, educational
and qualitative benefits)
KRT 3. Quality Assurance and Accountability and
Learning Support
A.
1.
•
•
2.
•
•
National Learning Strategies
Implementation of Multigrade Education
Continuous training of MG teachers
On-going development/refinement of MG modules
Muslim and IP Education
Continuous implementation of the ALIVE Program
On-going validation of the National IP Education Policy
Framework
3.
Use of ICT in teaching and learning
4.
Enhanced TLE Program
5. Establishment of Learning Resource and Management
Development System – On-going pilot implementation
in Project STRIVE regions and divisions
• Developed the LR Portal and prepared the LR plan
• Initiated the cataloguing of existing/available
teaching and learning materials
• Uploaded sample materials in the LR portal
• Trained selected pilot schools on how to access the
LR portal
KRT3 (NLS and QA): Objectives
B. Quality Assurance
Overall Objectives:
By end of SY 2011-2012, the DepED’s Quality
Management System shall have been
established in all regions and divisions
nationwide.
Quality Management System
(1) QUALITY PLANNING ( to ensure quality,
consistency and continuity of strategies, programs and
projects to improve learning outcomes)
(2) QUALITYASSURANCE (to ensure continuous
process improvement – thru review and refinement of
standards and fine-tuning of processes; and provision
of crucial resources and technical assistance)
(3) QUALITY CONTROL and ADJUSTMENT ( to
ensure efficiency of implementation as per plan and
assurance of results per standards thru
MONITORING AND EVALUATION)
B. Quality Assurance and Monitoring and Evaluation
Status of QMS Modelling

Installation of the QMS in the 8 Regions and 20 Divisions is
on-going:
Region I: Vigan City, Pangasinan I & San Carlos City
Region V: Naga, Legaspi City & Masbate City
Region VI: Aklan, Passi City & Cadiz City
Region VII: Bohol
Region VIII: Northern Samar
Region X: Tangub, Oroquieta & Lanao del Norte
Region XII: Tacurong, N. Cotabato, Saranggani
ARMM: Marawi City, Lanao del Sur & Maguindanao
 Conduct of Training on Managing the SIP Appraisal and
M&E system is on-going.
B. Quality Assurance and Monitoring and Evaluation
Status of Introducing Quality Planning
Level
Status
National
Drafted the National Education Planning
Framework – will serve as overall guide for
planning from school up to national levels.
Regional
Drafted the REDP Framework; Project STRIVE
currently assists the Visayas Regions in REDP
preparation.
DEDP Manual finalized; NEAP has trained all
DOs in DEDP preparation.
Divisional
School
Preparation for SIP Preparation Training in
selected divisions is on-going.
B. Quality Assurance and Monitoring & Evaluation
Operationalization of the Sector M&E Framework (SMEF)
•
SMEF has been adopted; a workshop to revisit/refine/streamline
outcome, result and output indicators vis-à-vis existing M&E
frameworks/practices and BIAP will be conducted in March
2010.
•
School M&E System has been designed.
Incorporation of the National Assessment Framework in QAAF
•
refined the National Assessment Framework (NAF) – for
validation
•
formulated the National Grading Framework
Formulation of the Unified School Accreditation System
KRT 4. Pre-school Education and ALS
A. Pre-School Education – included as new subcomponent
B. ALS - TAs have been engaged to assist the
ALS TWG/BALS in the following areas:





Program M&E Assessment and Certification of Learning
Curriculum and Learning Resources
ALS Omnibus Policy
ALS Advocacy
Governance, Systems Improvement & Capacity Building
KRT 5. Institutional Culture Change
Overall Objective: By mid-2012, DepED shall
have improved its operations through the
continuous development of its staff as well as
increasing the transparency, accountability and
integrity of its units under a rationalized
structure to better support EFA.
KRT 5. Institutional Culture Change
A. Organization Development

Pilot implementation of regional office restructuring in
Regions VI, VII, VIII and XII is on-going.

Framework for competency-based hiring, selection,
performance appraisal, promotion, and continuous
personal and professional development of all personnel
in DepED has been drafted.

Competency standards for selected job groups have
been prepared.

OPES of Central Office has been adopted; OPES of
Regional Offices have been formulated.
KRT 5. Institutional Culture Change
B. Resource Mobilization and Management
• On-going financial management reforms: a) preparation
of FMO Manual (school, division, regions and central); b)
implementation of the prescribed accounting controls and
procedures (establishment of FMIS instead of e-NGAS
and resolution of COA issues); c) establishment of internal
audit mechanisms.
• • Financial Management arrangements at the Division
and School level. DepED Order re. temporary assigning
of Bookkeepers and Disbursing Officers from the
secondary schools to render services to Division Offices
was issued in May 2009; for revision based on results in
initial implementation.
KRT 5. Institutional Culture Change
B.


Use of ICT in governance and
management
Phase I of Enterprise Architecture
development completed (with Oracle) .
Beta versions of 6 major systems
(HRIS, SIS, Asset Management, LMS,
SHNS, GIS) are in different stages of
designing/pilot-testing.
END OF PRESENTATION