BESRA Implementation and Accountability Plan (BIAP): Towards Transforming the Basic Education Sector National MANCOM Meeting December 11, 2009 Outline of Presentation I. Contents of BIAP II. Components of BIAP III. Overall Targets of BIAP IV. Major BESRA Systems V. Objectives Per Component VI Major Deliverables Across Components VII. BIAP Implementation: SBM and ALS as Integration Mechanisms I. Contents of BIAP • Philosophical Underpinning/Principles of BESRA • Overall Objectives of BIAP • Overall and Specific Objectives Per Component • Major Deliverables, Timelines, MOVs, Accountable TWGs/Organic Units Per Deliverable • Management of Implementation II. Components of BIAP KRT 1. School-Based Management KRT2 . Teacher Education and Development KRT 3. Quality Assurance and Learning Support • Quality Assurance and Monitoring & Evaluation • National Learning Strategies • IP and Muslim Education • Livelihood and Tech Voc Education KRT 4. Complementary Contributions of Pre-School and Alternative Learning System KRT 5. Institutional Culture Change • Resource Mobilization and Management • Use of ICT in Governance and Management • Organizational Development III. Overall Targets of BIAP: Towards Attainment of EFA Goals • By end of 2009, policy instruments for SBM roll-out shall have been issued. • By SY 2009-2010, new/enhanced programs and systems supportive of EFA and BESRA shall have been pilot-tested/modeled in selected regions/divisions/schools • By SY 2011-2012, new/enhanced programs and systems supportive of EFA and BESRA shall have been rolled-out/implemented nationwide. IV. Key Systems • Systems for continuous improvement of SBM and ALS practices • Competency-based training and development system • Learning Resources Management and Development System • Quality Management System • Competency-based hiring, promotion, career development and performance management systems • Financial Management System • Integrated Information Systems V. KTR1 (SBM): Objectives Overall: By end of SY 2011-2012, at least 80% of schools shall have reached Level 3 of SBM Practice. Specific: By end of SY 2009-2010, 50% of schools shall have reached Level 1. By end of SY 2010-2011, 70% of schools shall have reached Level 2. Results of SBM assessment in 9,688 schools: Level 1 – 90% Level 2 – 8.8% Level 3 – 1.2% SBM Framework and Standards Improved Learning Outcomes Level 3 Management of Schools and SCHOOL communities maximize efforts to achieve • resources learning outcomes Level 2 • classroom instruction Schools demonstrate capacity to • learners’ performance Level 1 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 SBM: Basic Inputs, Key Systems and Governance Structure GOAL: Improved Learning Outcomes for All Overall Objective of SBM: By end of SY 2011-2012 80% of schools shall have reached Level 3 of SBM Practice Institutionalization of SBM School Accountability System System for continuous process of school improvement planning and assessment Competency-Based School-Based Competency-Based Hiring/Selection and Financial Management T&D System Promotion System System Major Systems Provision of full-fledged Provision of Capacity-Building school head items financial resources Program Basic Inputs V. KTR 1 (SBM): Targets in SY 2009-2010 Targets Status 1. all schools/schools clusters without full- • draft guidelines for the clustering of schools fledged school heads shall have been and reclassification of principal items have managed by a head teacher or principal been prepared or lead principal (as an interim arrangement). 2. all schools shall have established a • 16,098 (36%) schools were reported to have school-community partnership and have been oriented on SBM (incl. school- oriented the stakeholders on SBM community partnership) • 13,859 ( 31%) were reported to have organized SGC • SGC Manual for reproduction 3. all schools together with the community • 24,057 (53%) schools were reported to have shall have started the process of SIPs preparing the SIPs. • SIP manual for reproduction 4. all schools shall have directly received • 20,849 (45%) schools were reported to have and managed their MOOE allocation been trained on simplified accounting procedures for non-IUS • In 2009, 70% of the non-IUS have received their MOOE in cash; but total MOOE downloaded is only 55% of the NCA released (as of August 2009) KRT 2 (TED): Objectives Overall Objective: By end of 2011, a competency-based systems for hiring, deployment, performance, promotion, and continuous personal and professional development of teachers shall have been operationalized in all regions and divisions nationwide. KRT 2 (TED): Objectives Specific Objectives (T&D System Operationalization): By end of 2009, all public schools nationwide shall have used the Teachers Strengths and Needs Assessment (TSNA) and Individual Plan for Professional Development (IPPD) tools and templates as part of part of the school improvement planning process. By SY 2009-2010, the Program Designing and Delivery Sub- Systems of the T&D systems shall have been pilot-tested in Visayas Regions By SY 2010-2011, all regions and divisions shall have established and operationalized the T&D Systems with its components. Competency-Based Training and Development System T&D System With support system for tapping • TSNA resources from DO, • Planning, Programming RO, and CO and Designing • Training Delivery • Monitoring and Evaluation School Level-Initiated Teacher Development KRT 2(TED): Objectives Specific Objectives: By 2010-2011, all regions and divisions shall have established the competency-based systems for hiring and selection of new teacher hires, deployment and performance evaluation . By end of 2011, all TEIs shall have adopted the Blueprint for NCBTS-based Pre-Service Teacher Education to include proposed curricula and pilot implementation design of ECE, IP Education, Alternative Education, MLE and ESD. By end of 2011, the proposed NCBTS-based reforms in LET shall have been adopted. KRT 3 (NLS and QA): Objectives A. National Learning Strategies 1. Implementation of MTB-MLE Program in Grades 1 to 3 Grade 3 SY 10-11 SY 11-12 Grade 2 SY 09-10 SY 10-11 SY 11-12 Grade 1 SY 08-09 SY 09-10 SY 10-11 SY 11-12 Batch 1 Batch 2 Batch 3 Batch 4 (100 ES) (100 ES) (100 ES) (100 S) KRT 3 (NLS and QA): Objectives 2. Implementation and institutionalization of learning innovations • By SY 2009-2010, the Project IMPACT and MISOSA shall have been expanded while the Project EASE, Open HS, and DORP shall have been institutionalized. • By SY 2010-2011, the designs of Projects IMPACT and MISOSA shall have been refined for institutionalization. • By SY 2011-2012, Projects IMPACT and MISOSA shall have been institutionalized. KRT 3 (NLS and QA): Objectives 3. Implementation of Multigrade Education Program • By SY 2010-2011, at least 30% of small incomplete monograde /multigrade elementary schools shall have offered complete elementary schools through multigrade scheme. • By SY 2011-2012, the remaining small incomplete monograde/multigrade elementary schools shall have offered complete elementary schools through multigrade scheme. KRT3 (NLS and QA): Objectives 4. Use of ICT in teaching and learning • By SY 2009-2010, at least 70% ICT-enabled public secondary schools shall have been established. • By SY 2010-2011, at least 80% of ICT-enabled public secondary schools shall have been established. • By SY SY 2009-2010, at least 100 ICT-enabled public elementary schools shall have been established. • By SY 2010-2011, at least 200 ICT-enabled ES… • By SY 2011-2012, at least 300 ICT-enabled ES.. KRT3 (NLS and QA): Objectives 5. Establishment of Learning Resource Management and Development System • By SY 2009-2010, the LRMDS shall have been pilot- tested in the Visayas Regions, in at least 3 divisions. • By SY 2010-2011, the LRMDS shall have been expanded in 7 Regions, in at least 7 Divisions. • By SY 2011-2012, the LRMDS shall have been expanded in the remaining 7 regions, in at least 7 divisions. • LRMDS – aims to identify ways of improving access to quality teaching and learning materials such as but not limited to those needed in the implementation of MTB-MLE, learning innovations, MG, etc. • It has two sub-systems: a) assessment and evaluation; and b) development and reproduction KRT3 (NLS and QA): Objectives 6. Implementation and institutionalization of Muslim and IP Education Programs Overall Objectives: By SY 2011-2012, the Madrasah and IP Education Programs shall have been integrated as a component of the basic education system. KRT3 (NLS and QA): Objectives 7. Implementation and institutionalization of Livelihood and Tech-Voc Education Overall Objectives: By SY 2011-2012, the enriched Livelihood/Tec Voc Education Program shall have been implemented in at least 350 Specialized Tech Voc Schools and the CP- TLE shall been modeled in selected public and private secondary schools in 50 (priority) divisions. 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. Specific Objectives: By SY 2009-2010, quality planning shall have been introduced/ established as a key process in 2431 schools belonging to the 15 divisions. By SY 2010-2011, the QMS shall have been established in 5 regions, 15 Divisions and the Central Office By SY 2010-2011, quality planning shall have been introduced in the remaining divisions nationwide. Quality Management System (2) QUALITYASSURANCE School Level: a. Continuous school improvement facilitated by active involvement of stakeholders (Standard SBM Practice) (1) QUALITY b. Improved teaching and learning (attainment of PLANNING objectives of TED, NLS, IP and Muslim, Livelihood and Tech Voc and ALS) National Level: a. Efficient and effective generation,planning, management and utilization of resources b. Strengthened governance and management c. Transformation of the entire organization thru competency-based performance management system (3) MONITORING AND EVALUATION KRT3 (NLS and QA): Objectives B. Quality Assurance Pre-Requisites in 2009 • All Divisions shall have prepared their DEDPs • All schools in the 15 Divisions which will model the QMS shall have been trained in SIP preparation. • All 15 Divisions shall have been trained on SIP review KRT4: Pre-School Objectives Overall Objectives: By SY 2011-2012, local delivery system/mechanisms for Preschool shall have been established in at least 95% of the divisions nationwide. Specific Objectives: By SY 2009-2010, Local Strategy Framework shall have been adopted. · By SY 2010-2011, local delivery system/mechanism shall have been established in at least 90% of the divisions in every region. KRT4: Pre-School Local Delivery System/Mechanism • Assessment of readiness for school for all Grade 1 • Schools giving feedback to parents about readiness of their children and to local governments and community leaders about group of Grade 1 not ready for schools • Expansion of effective local preschool programs with involvement of internal and external stakeholders • Improvement in other programs to increase effectiveness • LGU coordination of local ECE/pre-school efforts KRT4: ALS Objectives Overall Objective: By end of 2012, the existing nonformal and informal learning options shall have been transformed into a viable alternative learning system for EFA . KRT4: ALS Objectives Specific Objectives: • To enhance existing ALS structures and convergence mechanisms and processes/procedures at the sub-national level. • To expand and strengthen ALS intervention programs of DepED and other partners. • To increase resources for ALS (both from DepED and other sources). KRT 5 (Institutional Culture Change) Objectives A. Resource Mobilization and Management Overall Objective: By mid of 2012, an outcome-focused systems for generating, programming, managing and reporting of resources utilization shall have been established at all levels of DepED. • Adoption of MTEF; full implementation of OPIF-based planning, programming and monitoring; adoption of equitable formula-based MOOE allocation and utilization • Strengthening of financial management system • Enhancing public-private partnership and DepED-LGU cooperation • Adoption of sector-wide approach to coordinating donor assistance to basic education KRT 5 (Institutional Culture Change) Objectives B. Use of ICT in governance and management Overall Objective: By mid of 2012, a partially integrated information systems shall have been established to strengthen governance and management of DepED. Specific Objectives: By SY 2010-2011, 6 major information systems (SIS, HRIS, Asset Management, LMS, SNHS, and GIS) shall have been pilot-tested. By SY 2011-2012, the final versions of the 6 major information systems shall have been adopted. By SY 2011-2012, the remaining information systems (FMIS, Legal, MS, Procurement) shall have been pilot- tested. KRT 5 (Institutional Culture Change) Objectives B. Organizational Development Overall Objectives 1/: By mid 2012, DepED shall have improved its operations through modernization of its staff and facilities as well as increasing the transparency, accountability and integrity of its units based on the newly rationalized structure and operations. 1/ Based on the BESRA Framework; for further discussion with the OD TWG VI. BIAP IMPLEMENTATION: SBM as Integration Mechanism integration of application quality School-Based of NCBTS as assurance and part of the learning Management school support improvement process operationalization of outcome-focused resource mobilization and management Operationalization of NCBTS-based T&D System Preparation and Implementation of Regional Professional Plan for Development as part of REDP Preparation and Implementation of Division Professional Plan for Development as part of DEDP School Level Preparation and Implementation of School Professional Plan for Development (SPPD) as part of SIP Self-Assessment of Preparation of Individual Teachers using the TSNA Professional Plan for tools Development (IPPD) Installation of QMS at the School Level Quality Planning SIP Improvement of Learning Outcomes Achievement of CFS Goals competency-based training and development (taking-off from IPPD) localized national learning strategies (MLE, Learning Innovations, IP and Muslim Education, ESM, etc) school health and nutrition initiatives Quality Assurance in SIP Implementation and SBM Operationalization (thru provision of crucial resources, technical assistance and conduct of monitoring and evaluation ) Establishment of School-based FM system Resource Mobilization Sources: DepED, LGUs, private sectors, NGOs Resource Programming SIP Systems: Resource Utilization Accounting Procedures for Implementing and Non- Reporting of Resource Implementing Utilization Units VII. Major Deliverables Across Components A. Technical Working Groups (Policy Formulation) • Standards, systems framework, implementing guidelines • Proposed legislations • Plans for pilot/modeling and national roll-out • M&E Reports (first year of implementing BESRA policy actions; pilot/modeling of new/enhanced programs/systems) VII. Major Deliverables Across Components B. Organic Units (Policy Implementation) • Crucial resources for schools (teacher and school head items; SBM grants and MOOE; SBM and NCBTS materials, etc.) • Training Programs (for teaching and non- teaching personnel) • Teaching and learning materials • ICT hardware and software for teaching and learning and governance and management • Accountability Reports VIII. Sources of Funds for BIAP Implementation 1. DepED GAA, portion of which will be reimbursed by World Bank (NPSBE) 2. Official Development Assistance • Project STRIVE –pilot implementation/modeling of key systems in the Visayas Regions • SPHERE – engagement of TAs, QAA training, teaching and learning materials, establishment of LRMDS, SBM grants and classroom construction. • EPIP – financial management reforms, human resource management (OPES and HRIS), and capacity-building on OPIF- based planning and monitoring. 3. LGU funds (local source and SEF) 4. Private/business sector (i.e., Adopt-A-School).
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