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BESRA Implementation and Accountability Plan _BIAP_

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					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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